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Methods  of  Teaching 
Typewriting 

(With  Keys  to  Rational  Typewriting) 


By  RUPERT  P.  SoRELLE 

Author  of  "Rational  Typewriting,"    "Office 
Training  for  Stenographers,"  etc. 


.3 


■1/ 


'3 


THE  GREGG  PUBLISHING  COMPANY 

NEW  YORK        BOSTON        CHICAGO        SAN  FRANCISCO 
AND  21  HARRINGTON  STREET,  LIVERPOOL,  ENGLAND 


35? 


COPTBIOBT,   1919, 

TH3  GREGG  PUBU3HING  COMP.VNY 
G8« 


PREFACE 

Typewriting  is  a  subject  that  necessarily  must  be  taught,  i 
if  the  quickest  and  most  lasting  results  are  to  be  obtained. 
This  fact  has  not  been  commonly  appreciated  by  either  the 
teachers  themselves  or  the  schools.  As  a  natural  result 
comparatively  little  constructive  thought  has  been  given  to 
the  development  of  teaching  methods  in  typewriting  until 
very  recently,  and  no  attempt  heretofore  has  been  made  to 
prepare  a  manual  for  the  use  of  teachers  of  the  subject.^; 

The  Teaching  of  Typewriting  does  not  pretend  to  exhaust 
the  possibilities  of  the  subject;  but  it  will  assist  the  teacher 
in  organizing  and  making  more  effective  his  work,  and  is  a 
step  in  the  direction  of  encouraging  a' deeper  and  more  scien- 
tific study  of  the  teaching  of  a  subject  that  is  daily  growing 
in  greater  importance  in  the  commercial  education  fieldj 

While  the  present  volume  has  been  prepared  primarily 
for  users  of  the  Rational  Typewriting  textbooks,  it  will  be 
found  to  contain  methods  and  suggestions  that  will  be  of 
practical  value  to  all  teachers  of  the  subject,  no  matter 
what  text  is  used. 

For  convenience,  the  subjects  of  the  book  have  been  dis- 
cussed under  four  general  heads:  Factors  of  Interest  Value; 
Teaching  Methods;  The  Technique  of  Typewriting;  and 
Detailed  Outlines  and  Suggestions  for  handling  the  various 
editions  of  the  book.  A  number  of  plans  for  handling  the 
different  editions  are  submitted,  which  are  flexible  enough  to 
meet  the  needs  of  both  public  and  private  schools. 

In  addition,  the  book  contains  the  answers  to  the  construc- 
tive and  "arrangement"  problems  of  both  the  Revised  and 
the  Medal  of  Honor  Editions. 

It  is  the  hope  of  the  author  that  the  book  will  stimulate 
teachers  of  typewriting  everywhere  to  strive  to  develop  meth- 
ods of  teaching  to  the  highest  possible  point  of  efficiency. 
He  will  be  glad  to  discuss  with  teachers  any  problems  that 
arise  in  their  work. 

Rupert  P.  SoRelle 


460957 


CONTENTS 

The  Teaching  of  Typewriting 7 

Motive  in  Studying  Typewriting 7 

FACTORS  OF  INTEREST  VALUE 

The  Machine  Itself  a  Factor  of  Interest 9 

Interest  That  Comes  from  Physical  Expression 9 

Acquirement  of  Technique 10 

Speed  and  Its  Development 11 

The  Appeal  of  Overcoming  DiflBculties             ,..  12 

Accuracy,  Its  Interest li 

Artistic  Features  of  Typewriting IS 

Letter  Forms,  Business  and  Social — Business  Correspondence        .  IS 

Business  Forms — Law  Forms IS 

Friendly  Competitions — Desire  to  Excel — Sportsmanship    ...  14 

Mental  Practice  away  from  the  Machine 14 

Typewritten  Designs 14 

Exhibits  of  Students'  Work 15 

Exhibits  of  Experts'  Work 15 

Collateral  Aids 15 

TEACHING  METHODS 

Working  with  the  Student 18 

Programs 18 

Importance  of  Constant  Supervision 20 

Value  of  Demonstration  and  Illustration 21 

Blank  Keys — Shields — Aprons 22 

Charts 22 

Class  Groups — Classi6cation  for  Instruction ii 

Classification 24 

Broadening  the  Work  of  Instruction  Period 24 

Individual  Work 25 

Dictation  Direct  to  the  Machine 25 

Speed  Drills — Team  Competition 26 

Speeding  Up  Slow  Students 26 

Speed  of  Progress 27 

Music  and  Rhythm 28 

Habits  to  Be  Prevented 28 

Correcting  Papers 29 

Records SI 

Progress  Graphs 81 

Record  Cards;  Method  of  Handling  Record  Cards S4 

1 11  ustnitions  of  Record  Cards SG-37 

Constructive  Work 88 

4 


CONTENTS  5 

PAQE 

Stereopticon 38 

Analysis  of  Rational  Theory  of  Presentation 39 

Presentation  of  Lessons 40 

The  First  Lesson 41 

Method  of  Handling  Succeeding  Lessons 41 

THE  TECHNIQUE  OF  TYPEWRITING 

Mechanics  of  the  Machine 42 

Methods  of  Approach 42 

Position  at  the  Machine 43 

The  Guide  Keys:  "Home  Position" 45 

Getting  Back  to  Home  Position 45 

Touch 46 

Learning  the  Keyboard 48 

Letter-making — The  Five  Steps 59 

The  "  Warming-up "  Process 51 

The  Formation  of  Habits 52 

Deliberation — Certainty 53 

Accelerating  Finger  Action 53 

Practice  away  from  the  Machine 53 

Gymnastics 55 

The  Remington  Self-starter 57-58 

The  Underwood  Tabulator 59 

Ecpnomy  of  Movement  in  Typewriting GO 

OUTLINE  AND  SUGGESTIONS  FOR  REVISED  EDITION 

Detailed  Suggestions  for  Handling  the  Revised  Edition       ...  63 

Resume  of  Schedule 63 

The  Fingering  Technique 63 

Speed  Studies 63 

Business  Correspondence 64 

Schedule  for  Revised  Edition — Part  I 64 

Details  of  Lessons  One  to  Eighteen  (Inclusive) 64-71 

The  Speed  Studies 71 

Introduction  to  Business  Correspondence — Part  II         ....  72 

Model  Letters 72 

Details  of  Lessons  Nineteen  to  Thirty-seven  (Inclusive)       .      .      .       73-74 

Introduction  to  Studies  in  the  Acquirement  of  Speed — Part  III     .  75 

Introduction  to  the  Preparation  of  Manuscripts        .....  75 
Details  of  Lessons  Forty-six  to  Fifty-four  (Inclusive)     ....       75-76 

Introduction  to  Tabulation  and  Billing — Part  IV 76 

Decimal  Tabulator 76 

Billing 76 

Details  of  Lessons  Fifty-five  to  Sixty-six  (Inclusive)       ....  77 

Introduction  to  Law  and  Business  Papers 78 

Details  of  Lessons  Sixty-seven  to  Seventy-two  (Inclusive)  ...  78 

KEYS  TO  CONSTRUCTIVE  EXERCISES 

Keys  to  Constructive  Exercises 79 


6  CONTENTS 

PAGB 

Illustrations  of  Types  of  Letters 80-93 

Keys  to  Rough  Drafts 94-97 

Illustrations  of  Forms  of  Arrangement  of  Addresses        ....  98 

Suggestions  for  Title  Page 99 

Suggestions  for  Form  of  Constitution 100 

Key  to  Rough  Draft  (Civil  Service) 101 

Keys  to  Itemized  Bills 102-103 

Key  to  Tabulation 104 

Forms  of  Bank  Statements 105-1 H 

Totals  on  Bills  and  Statements 113-114 

OUTLLXE  FOR  MEDAL  OF  HONOR  EDITION— SHORT  COLTISE 

115 
116 
IK) 
110 
117 


Detailed  Suggestions  for  Handling  Medal  of  Honor  Edition 
Details  of  Lessons  One  to  Seventeen  (Inelusive) 

Speed  Studies 

Introduction  to  Business  Correspondence 

Details  of  Lessons  Eighteen  to  Thirty-six  (Inclusive) 


OUTLINE    AND    SUGGESTIONS    FOR    HANDLING    MKDAL  OF 
HONOR  EDITION 

Detailed  Outline  of  a  One-Hundred-Fifty-Period  Course.  118 

Suggested  Courses 118 

Outline  of  Course,  First  Unit 119 

Outline  of  Course,  Second  Unit IH 

Outline  of  Program 1 24 

Methods  of  Handling  the  Speed  Studies lio 

Outline  of  Cour.se,  Third  Unit lio 

Outline  of  Course,  Fourth  Unit H6 

Outline  of  Course,  Fifth  Unit 1^7 

OUTLINE  AND  SUGGESTIONS  FOR  HANDLING  THE  SINGLE 
KEYBOARD  EDITION— TWENTY-I<X)UR  WEEKS  COURSE 

Outline  for  Twenty-four  Weeks'  Course — Single  Keyboard  Edition  149 

First  Week H9 

Second  and  Third  Weeks 13J 

Fourth  and  Fifth  W'eeks 131 

Sixth,  Seventh,  Eighth  and  Ninth  Weeks 13i 

Tenth,  Eleventh,  Twelfth.  Thirteenth  and  Fourteenth  Weeks  133 

Fifteenth,  Sixteenth  an<l  Seventwuth  Weeks 134 

Eighteenth,  Nineteenth  and  Twentieth  Weeks 135 

Twenty-first  and  Twenty-second  We«'ks 136 

Twenty-third  and  Twenty-fourth  Weeks 137 

OUTLINE  AND  SUGGESTIONS  FOR  HANDLING  THE  SIVOI  F 
KEYBOARD  EDITION— MODIFIED  COURSE 

Detailed  Suggestions  for  Handling  the  Single  Keyboard  Edition  .  13S 

Details  of  Lessons  One  to  Thirty-three  (Inelusive) 138-144 


METHODS  OF  TEACHING 
TYPEWRITING 


The  Teaching  of  Typewriting :  In  selecting  and  discussing 
the  points  to  be  considered  in  the  teaching  of  typewriting 
the  interest  value  of  each  point  is  considered  of  supreme 
importance.  With  interest  awakened  and  maintained,  the 
other  problems  will  be  found  to  be  easy  of  solution.  The 
teacher  who  would  secure  the  greatest  and  the  most  lasting 
results,  therefore,  will  need  to  devote  his  constant  attention 
to  the  interest  his  teaching  develops.  Many  of  the  topics 
have  been  introduced  specifically  for  this  purpose.  All  of 
them  are  susceptible  of  individual  variation. 

Motive  in  Studying  Typewriting:  The  typewriter  is  a 
Recognized  instrument  of  utility.  The  value  that  is  attached 
to  skill  in  operating  it  is  the  dominating  motive  that  induces 
a  study  of  the  art.  Skill  in  operating  the  machine  has  de- 
veloped into  an  attractive  and  remunerative  vocation. 
The  typewriting  teacher  can  make  wise  use  of  this  fact  in 
his  teaching,  in  conserving  the  initial  enthusiasm  of  his 
students,  in  inspiring  them  to  attempt  earnestly  to  achieve 
the  best  results,  and  in  keeping  them  up  to  the  highest 
standards. 

Since  the  majority  of  students,  by  electing  to  study  the 
subject,  have  already  been  "  sold "  on  this  feature  of  the  art, 
they  come  to  the  teacher  with  a  great  deal  of  natural  enthu- 
^asm.     This  enthusiasm  should  be  maintained  by  empha- 


8       TfiACHERi?'   MANUAL  OF  RATIONAL  TYPEWRITING 

si^i!lg  thfe  \i[ocational  side  of  typewriting,  and  by  keeping 
before  the  student  opportunities  offered  for  advancement 
through  the  direct  association  it  gives  with  business  and  pro- 
fessional men  with  whom  the  typist  comes  in  contact.  Many 
of  the  collateral  aids  mentioned  in  the  handbook  have  an 
important  bearing  on  this.  Another  group  of  students  can 
be  appealed  to  on  the  ground  of  the  personal  value  of  type- 
writing as  a  time-saver  in  doing  one's  own  writing,  its  greater 
power  for  expression,  its  legibility,  and  its  speed. 

The  object  of  all  the  teacher's  effort  along  this  line  is  to 
strengthen  motive,  and  to  increase  the  desire  to  excel. 


FACTORS  OF  INTEREST  VALUE 

The  Machine  Itself  a  Factor  of  Interest:  The  type- 
writing machine  possesses  an  inherent  fascination  to  the 
average  student.  It  makes  an  appeal  like  every  other  in- 
strument that  "works."  At  first  a  mystery,  the  student  at 
once  wants  to  solve  its  mechanical  functions — wants  to 
write  upon  it — and  this  desire  should  be  satisfied  as  soon  as 
practicable.  The  first  lesson  should  contain  some  drill 
which  enables  the  student  to  operate  the  keys — even  though 
in  an  elementary  way;  but  not  to  such  an  extent  as  to  start  the 
formation  of  habits  that  cannot  become  a  fixed  feature  of 
the  instruction  in  operating  the  machine,  even  in  the  most 
advanced  stages  of  writing.  /  Interest  in  the  mechanics  of 
the  machine  can  be  kept  alive  by  progressive  studies  in  the 
functioning  of  the  various  parts,  and  by  demonstrating  the 
usefulness  of  each  feature.  The  ultimate  aim,  in  typewriting 
isjjpeed  with  accuracy,  hence  the  value  of  each  mechanical 
feature  of  the  machine  in  helping  to  achieve  this  end  should 
be  directly  connected  up  with  the  instruction  on  these  fea- 
tures. 

Interest  That  Comes  from  Physical  Expression:  The 
typewriter  offers  an  unusual  opportunity  to  satisfy  the  stu- 
dent's desire  for  physical  expression.  The  normal  adolescent 
child  experiences  distinct  pleasure  in  the  discharge  of  phys- 
ical energy.  This  is  exemplified  in  the  enthusiasm  with 
which  he  enters  upon  all  games  in  which  success  depends 
upon  physical  dexterity  or  skill.  Executing  the  physical 
movements  necessary  in  operating  the  machine,  if  accom- 

9 


10     TEACHERS'   MANUAL  OF  RATIONAL  TYPEWRITING 

panied  by  accurate  results,  is  an  analogous  situation.  The 
teacher  will  have  little  difficulty  in  making  use  of  these 
principles  if  he  studies  the  personnel  of  any  class  grouj)  and 
considers  the  application  of  the  principle  to  the  individual. 

Acquirement  of  Technique:  The  interest  that  is  devel- 
oped in  the  mechanics  of  the  machine  can  be  quickly  ex- 
tended to  include  the  operation  of  the  keyboard.  It  may 
be  safely  assumed  that  the  average  intelligent  student  of 
typewriting  is  ambitious  to  operate  it  in  the  correct  way. 
This  is  true  of  all  arts.  The  man  who  wants  to  play  tennis 
or  golf  is  naturally  anxious  to  excel.  He  wishes  to  play  in 
"form,"  and  can  easily  be  induced  to  practice  most  dili- 
gently to  acquire  correct  form,  if  you  can  convince  him  that 
the  way  you  recommend  is  correct.  The  attempt  on  the 
part  of  the  student  to  acquire  correct  method  of  operation 
develops  an  interest  that  grows,  and  the  experienced  teacher 
makes  use  of  it  to  encourage  and  to  get  him  through  difficult 
phases  of  the  work  that  would  be  impossible  without  a 
strong  motive.  The  teacher  can  point  out  the  futility  of 
any  other  consideration,  because  typewriting  for  the  major- 
ity is  a  vocational  acquirement,  and  the  highest  skill  can  be 
attained  only  by  writing  in  a  scientific  way.  The  scientific 
way,  incidentally,  is  easier.  The  "reason  why"  in  teaching 
technique  should  constitute  an  important  part  of  the  teacher's 
instructions. 

There  is  a  very  important  educational  value  to  be  obtained 
by  awaking  the  student's  interest  in  the  ttH.'hnique  of  type- 
writing as  a  distinct  problem.  It  requires  a  great  amount  of 
concentrated  attention.  If  it  can  be  so  arrangeil  by  the 
teacher  that  the  student's  attention  is  voluntary,  nmch  is  to 
be  gained.  It  takes  the  student  away  from  other  thoughts 
which  perhaps  are  reducing  his  efficiency.  It  makes  him  for- 
get that  there  is  anything  in  the  world  for  him  but  the  one 


FACTORS  OF  INTEREST  VALUE  H 

problem  of  working  out  the  problem  of  technique.  The 
tasks  given  him  should  be  such,  however,  that  he  can  ac- 
complish with  a  high  degree  of  success.  There  is  no  factor 
in  the  learning  process  that  has  a  greater  influence  upon 
progress  and  efficiency  than  successful  accomplishment  of 
tasks  undertaken.  Discouragements  must  be  avoided.  This 
means  that  much  attention  by  the  teacher  must  be  given  to 
the  individual  temperament  of  the  student. 

Speed  and  Its  Development:  Speed  in  writing  on  the 
typewriter  has  without  a  doubt  the  most  powerful  appeal  of 
any  feature  of  the  study.  It  is  the  natural  appeal  that 
makes  a  man — and  especially  a  young  man  or  a  youth — want 
to  drive  an  automobile  to  the  limit  of  its  speed  capacity  just 
as  soon  as  he  feels  confident  in  steering  it — and  sometimes, 
disastrously,  before.  This  desire  is  not  wholly  a  masculine 
attribute;  it  is  found  in  girls  as  well  as  boys.  The  natural 
desire  of  the  student  to  excel  should  be  made  use  of  in 
teaching.  It  should  be  encouraged,  but  controlled  tactfully- 
The  student  should  be  shown  how  the  jaatter  of  speed  is  a- 
growth.  By  mastering  the  steps  which  build  the  founda- 
tion for  speed,  the  goal  can  be  reached  with  certainty  and 
much  more  quickly  than  in  any  other  way.  The  student 
can  be  easily  induced  to  spend  hours  in  mastering  certain 
technical  difficulties  of  fingering,  for  example,  if  he  feels  that 
in  the  end  it  will  give  him  speed  in  writing. 

The  problem  of  speed  development  is  one  that  opens  up 
a  multitude  of  interests  in  the  technique  of  typewriter  oper- 
ation. It  offers  the  teacher  an  opportunity  of  getting 
•'quantity  production"  in  practice,  and  quantity  produc- 
tion if  accompanied  by  wisdom  in  the  selection  of  material 
which  has  a  definite  purpose  in  the  training  is  the  secret  of 
typing  skill.  This  question  will  be  discussed  more  fully 
under  the  topic  of  "Teaching  Devices." 


12     TEACHERS'   MANUAL  OF  RATIONAL  TYPEWRITING 

The  Appeal  of  Overcoming  Difficulties:  Contrary  to 
the  opinion  of  many  teachers  with  whom  I  have  talked,  I 
am  convinced  that  the  difficulties  in  learning  typewriting — 
and  some  of  these  are  very  real  and  might  just  as  well  be 
faced — make  a  distinct  appeal  to  many  taking  up  this  work. 
No  one  likes  to  win  easily.  The  independent,  upstanding, 
self-reliant  person  likes  to  meet  a  foeman  worthy  of  his 
steel.  This  feature  of  the  study  has  many  possibilities  for 
the  teacher.  It  does  not  mean  that  difficulties  should  be 
sought,  nor  that  the  problems  should  not  be  simplified  by 
skillful  management  and  analysis.  And  the  principle  can- 
not be  applied  to  all  students.  A  recognition  of  this  latter 
fact  will  enable  the  teacher  to  give  encouragement  wherever 
needed,  but  to  put  the  student  on  his  mettle  whenever  the 
occasion  requires. 

Accuracy,  Its  Interest:  There  will  be  a  class  of  stu- 
dents whose  natural  tendency  is  to  do  things  right.  Accur- 
acy in  such  cases  is  taken  care  of  almost  automatically. 
With  the  others  it  will  be  necessary  for  the  teacher  to  devise 
ways  of  creating  an  interest  in  accuracy.  Constructively, 
this  can  be  done  by  appealing  to  the  student's  moral  sense 
of  truth.  The  worthlessness  of  inaccurate  work  can  he  util- 
ized to  show  the  futility  of  not  striving  for  correct  fingering, 
correct  manipulation  of  the  various  mechanical  features  of 
the  machine,  and  correct  copy.  As  illustrations  of  the  pen- 
alty inaccuracy  imposes,  two  concrete  examples  may  be  used. 

1.  Inaccuracy  of  manipulation  slows  speed  perceptibly. 

2.  Errors  in  manipulation  tend  to  perpetuate  themselves. 

An  illustration  of  this  is  that  if  we  mispronounce  a  word 
or  use  it  incorrectly  we  oftentimes  catch  ourselves  subcon- 
sciously repeating  the  error,  only  to  discover  our  error  upon 
hearing  the  word.  An  error  in  striking  a  key  makes  the  em- 
ployment of  an  enuser  necessary.     Ten  to  fifteen  correct 


FACTORS  OF  INTEREST  VALUE  13 

words  may  be  written  in  the  time  it  takes  to  correct  a  mis- 
take. Errors  are  costly.  These  are  lessons  that  are  very 
easy  to  impress  upon  the  student  because  they  can  so  read- 
ily be  demonstrated. 

Artistic  Features  of  Typewriting:  The  beauty  of  the 
correctly  written,  artistically  balanced  page  with  even  im- 
pression of  the  type  can  be  utilized  as  an  interest-awakening 
feature.  This  can  be  very  greatly  increased  by  having  all 
examples  of  typewriting  from  which  copies  are  to  be  made, 
or  which  are  to  be  used  as  models,  conform  to  the  best 
taste.  The  teacher  can  point  out  the  reasons,  and  explain 
the  artistic  principles  employed,  to  develop  the  student's 
judgment.  Illustrations  of  printed  matter,  applicable  to 
typewriting,  can  be  used  with  great  advantage.  The  con- 
structive abilities  of  the  student  can  be  awakened  through 
this  means. 

Letter  Forms,  Business  and  Social — Business  Corre- 
spondence :  Since  the  typewriter  is  employed  primarily  as  a 
business  utility,  the  writing  of  business  letters  will  appear  to 
the  student  as  his  ultimate  goal.  Their  interest  value  lies  in 
this  fact.  For  this  reason  they  should  be  introduced  as 
early  in  the  course  as  is  practicable,  but  the  necessity  of  a 
correct  fingering  technique  should  never  be  overlooked. 
There  should  be  no  rush  to  get  into  this  work.  Social  let- 
ters can  be  introduced  earlier,  and  will  satisfy  the  student's 
desire  to  utilize  his  new  found  accomplishment.  As  these 
forms  are  simpler  they  should  perhaps  precede  the  business 
letter  forms.  In  teaching  the  letter  forms,  the  teacher  can 
do  much  in  acquainting  the  student  with  the  subject  of 
business  correspondence.  This  will  lend  an  interest  to  the 
work  that  will  greatly  increase  efficiency. 

Business  Forms — Law  Forms:  The  reality  of  these  forms 
can  be  utilized  by  the  teacher  to  inspire  a  great  amount  of 


14     TEACHERS'  MANUAL  OF  RATIONAL  TYPEWRITING 

interest.    Acquired  knowledge  or  information  to  most  stu- 
dents is  a  source  of  pride. 

Friendly  Competitions — Desire  to  Excel — Sportsmanship: 
By  developing  the  drills  mentioned  in  "Speed  Drills — Team 
Competition"  into  class  events  much  upon  the  plan  of 
athletic  events,  a  very  strong  spirit  of  si)ortsmanship  can  he 
developed.  This  has  been  found  to  be  a  powerful  aid  in 
securing  results  in  typewriting.  The  principle  can  be  ex- 
tended also  to  all  kinds  of  work  done  on  the  machine.  Sug- 
gestions will  be  found  for  this  under  "Exhibits  of  Students' 
Work." 

Mental  Practice  away  from  the  Machine:  The  student 
can  do  much  independently  to  increase  his  typing  ability  by 
visualizing  the  keyboard  and  "writing  mentally"  while  read- 
ing, and  he  can  make  such  work  a  definite  part  of  his  every- 
day practice.  The  mental  effort  of  locating  the  keys  and 
putting  into  motion  the  movements  that  make  the  strokes, 
has  very  marked  influence  on  the  success  of  these  activities 
when  the  student  is  working  at  the  machine.  James,  the 
psychologist,  has  said  that  "we  learn  to  skate  in  summer  and 
swim  in  winter"  merely  by  going  through  the  menial 
movements  of  these  accomplishments. 

Typewritten  Designs:  While  the  typewriter  was  never 
designed  as  a  medium  for  artistic  expression,  in  the  sense 
that  pictures  can  be  j)roduced  upon  it,  there  is  no  question 
that  work  of  this  kind  makes  an  appeal  to  many  students. 
It  has  a  value  in  ac(iualnting  the  student  with  the  different 
parts  of  the  machine,  and  has  a  special  interest  value.  For 
this  reason  it  may  be  introduced  with  profit.  It  should  be 
confined  almost  entirely  to  work  of  a  practical  nattire — the 
designing  of  book  covers,  title  pages,  and  other  things  that 
come  clearly  within  the  sphere  of  typewriting. 


FACTORS  OF  INTEREST  VALUE  15 

Exhibits  of  Students'  Work:  There  is  nothing  more 
encouraging  to  a  student  than  to  find  that  he  has  produced 
something  that  wins  the  praise  of  his  teacher  and  of  liis  fel- 
low classmates.  Good  specimens  of  students'  work  should 
be  kept  constantly  on  the  bulletin  board.  It  will  stimulate 
others  to  try  to  excel.  Exhibits  of  correct  forms  of  various 
letters  and  documents  can  also  be  used  to  advantage.  For 
example:  The  teacher  may  prepare  a  series  called,  "The 
Evolution  of  the  Business  Letter,"  showing  the  shorthand 
notes,  the  typed  letter  ready  for  the  signature,  the  letter 
signed,  and  the  envelope.  This  would  have  a  far  greater 
effect  upon  the  student's  mind  than  an  hour's  explanation. 

Exhibits  of  Experts'  Work:  Many  specimens  of  this 
can  be  obtained  either  from  the  typewriter  companies  or 
from  business  houses.  It  will  serve  as  a  stimulus.  These 
specimens,  however,  should  be  selected  with  very  great  care. 
Much  of  the  typewritten  work  that  comes  from  business 
houses,  the  product  of  unskilled  typists,  is  lacking  in  taste 
in  arrangement,  and,  moreover,  does  not  conform  to  the 
laws  of  efficiency. 

Collateral  Aids:  The  following  outline  of  subjects  that 
may  be  introduced  with  advantage  to  awaken  still  further 
interest  in  typewriting  will  be  of  value* to  teachers: 

Speed  with  Which  One's  Own  Thoughts  May  Be  Typed 
Interest  of  Steady  Progress  in  Achievement  ^ 
Development  of  Concentration  ' 
The  Value  of  Typewriting  in  Learning  the  Details  of 

Written  Language 
Power  through  Successful  Accomplishment  i^ 
Effect  on  Memory  ^ 
Interest    in    What    Others    Have    Accomplished,    Speed 

Records 


16     TEACHEllS'   MANUAL  OF  RATIONAL  TYPEWRITING 

Demonstrations  by  Experts 

Inspirational  Talks  v 

Cultural  Value  of  Typewriting;    Practice  Material  That 

Has  Interest,  Educational  and  Informational  Value 
Motion  Pictures 
The  Stereopticon 

The  topics  given  on  the  outline  are  so  suggestive  as  to 
need  little  further  explanation.  These  topics  should  be  han- 
dled in  the  form  of  talks,  their  purposes  being  to  strengthen 
the  student's  desire  to  learn  the  subject  well.  As  an  exam- 
ple, only  one  of  the  topics  need  be  mentioned — "The  Value 
of  Typewriting  in  Learning  the  Details  of  Language."  Such 
questions  as  plurals,  the  possessive  case,  spelling,  paragraph- 
ing, capitals,  and  punctuation — all  are  brought  to  the  stu- 
dent's attention  with  startling,  and  oftentimes  embarrass- 
ing, reality  the  moment  he  begins  to  use  the  machine.  They 
bring  the  student  face  to  face  with  the  necessity  of  doing 
things  right.  They  make  him  more  careful,  stimulate  judg- 
ment and  in  every  way  help  him  to  improve  his  knowledge 
of  the  language.  They  give  him  an  opportunity  to  visualize 
his  knowledge.  Like  any  other  form  of  manual  training, 
typewriting  very  quickly  shows  the  student  the  difference 
between  theory  and  practice. 

These  collateral  advantages  of  typewriting  can  be  made 
the  means  not  only  of  stimulation  of  interest  in  typewriting 
but  in  the  English  language  itself. 

Another  topic  that  will  make  a  special  appeal  is  that  of 
"Power  through  Successful  Accomplishment."  A  majority 
of  the  students  who  take  up  such  a  subject  as  typewriting 
have  really  never  learned  to  do  any  one  thing  well — particu- 
larly anything  which  requires  a  high  degree  of  manipulative 
or  manual  skill. 


FACTORS  OE  INTEREST  VALUE  17 

The  power  acquired  in  learning  typewriting  and  learning 
it  well  will  be  extended  in  nearly  every  other  direction.  All 
these  matters  can  be  pointed  out  to  a  group  of  intelligent 
students.  They  will  at  once  appreciate  the  advantages  to 
be  derived  from  a  thorough  mastery  of  the  subject. 


TEACHING  METHODS 

Working  with  the  Student:  It  is  always  an  inspiration  to 
the  student  to  Icnovv  that  his  teacher  can  do  the  things  that 
he  is  teaching.  The  teacher  who  can  sit  down  at  a  machine 
l)eside  his  pupil  and  work  with  him  is  utilizing  one  of  the  most 
powerful  aids  he  can  summon.  He  can  form  the  center  of  a 
group  of  students  working  upon  a  particular  fingering  prob- 
lem, and  by  encouragement,  demonstrations,  and  enthusiasm 
he  can  accomplish  results  that  could  not  be  achieved  in  any 
other  way.  Many  teachers  lose  all  the  value  of  this  kind  of 
instrtiction  by  not  keeping  up  their  own  practice  on  the 
machine. 

One  of  the  best  teachers  of  typewriting  I  have  known  en- 
tered all  the  typewriting  contests  of  the  school  or  the  type- 
writer companies  along  with  his  students.  It  is  needless  to 
say  that  his  example  worked  wonders  in  the  school.  The 
students  became  almost  as  enthusiastic  over  typewriting  as 
they  were  over  football  and  the  other  school  athletics. 

Programs :  There  are  outlined  in  the  Manual  several  plans 
for  handling  the  different  editions  of  Rational  Typewriting. 
The  teacher  should  select  the  plan  that  more  nearly  meets 
his  requirements,  and  adapt  or  modify  it  whenever  necessary 
to  meet  the  exact  conditions  in  his  school.  It  is  impossible 
in  any  Manual  to  lay  out  plans  that  will  fit  the  various 
conditions  that  exist  in  the  thousands  of  schools  teaching 
the  subject,  and  that  will  be  in  harmony  with  the  ideas  of 
different  teachers;  they  necessarily  must  be  adapted  for 
average  conditions. 

The  making  of  a  program  should  not  be  left  to  the  inspir- 
ation of  the  moment.    The  entire  course  should  be  worked 

18 


TEACHING   METHODS  19 

out  before  the  work  of  the  term  or  year  is  started  and  the 
program  adhered  to  as  closely  as  possible,  but  a  certain 
amount  of  flexibility  is  necessary  to  compensate  for  the  vari- 
ations in  the  personnel  of  the  class.  In  a  general  way,  the 
making  of  a  prograjga_mU  depend  ugon_  the  following  con- 
siderations : 

':    1.  Personnel  of  the  classes; 

I    2.  Length  of  period; 

3.  Length  of  course; 

4.  Average  age  of  the  students; 

5.  Previous  training,  if  any,  in  any  manipulative  art; 

6.  Equipment; 

7.  Outside  practice  periods. 

In  the  making  of  the  program  careful  consideration  should 
be  given  to  the  time  element.  The  teacher  should  endeavor 
to  get  a  proper  perspective  of  his  problem;  he  should  take 
into  consideration  the  facility  with  which  the  student  can 
grasp  the  different  problems  of  learning.  He  should  plan  in 
advance  just  how  much  he  intends  to  give  to  the  different 
features  of  any  recitation  or  practice  period  and  endeavor 
to  accomplish  it  in  full  in  the  time  allotted.  Much  time 
is  wasted  in  trying  to  follow  a  vaguely  conceived  or  imper- 
fectly worked  out  program. 

The  teacher  is  cautioned  against  trying  to  attempt  too 
jnuch.  If  the  program  is  made  too  ambitious,  he  will  find 
himself  constantly  falling  behind  and  this  will  disrupt  his 
organization.  If  the  teacher  plans  to  give  ten  minutes  to  a 
speed  sentence,  he  should  close  the  matter  at  the  end  of  ten 
minutes.  In  other  words,  do  not  let  one  feature  overlap  so 
far  on  another  that  it  will  be  impossible  to  give  the  second 
proper  consideration. 

JPrograms  should  be  varied.  The  element  of  surprise  is 
desirable;  it  keeps  the  student  constantly  alert,  and  intro- 
duces a  spirit  that  makes  for  better  work  all  around. 


20     TEACHERS'  MANUAL  OF  RATIONA;.  TYPEWRITING 

Importance  of  Constant  Supervision:  There  is  hardly 
any  subject  tliat  requires  closer  and  more  constant  super- 
vision than  typewriting.  This  is  especially  true  in  the  early 
stages.  Skill  in  operation  dejjends  almost  entirely  upon  the 
kind  of  habits  formed,  both  mental  and  motor.  The  teacher 
may  be  ever  so  painstaking  in  demonstratnig  the  points 
he  is  discussing,  but  it  is  quite  another  matter  for  the  pupil 
to  put  the  instruction  into  practice.  The  supervision  should 
be  given  in  a  way  that  produces  the  minimum  of  interference 
with  the  student's  carrying  on  his  work  unhampered  by  the 
feeling  that  he  constantly  is  being  watched,  for  this  diverts 
him  from  his  task.  Nothing  is  more  detrimental  to  the 
esprit  de  corps  of  a  class  than  an  attitude  of  criticism  on  the 
part  of  the  teacher.  Criticism  should  always  1^  constructive. 
If  the  teacher  discovers  a  student  performing  an  operation 
ih  an  incorrect  way,  it  is  much  better  to  say  quietly,  and 
with  a  tone  of  encouragement,  "I  have  discovered  a  more 
effective  way  of  doing  that;  let  me  show  you,"  than  to  upset 
him  by  criticism,  however  mildly  expressed. 

Teachers  as  a  rule  do  not  appreciate  the  importance  of 
getting  the  student  started  right  and  kept  right  by  proj>er 
supervision.  The  teaching  of  typewriting  is  a  neglected  art. 
The  apparent  simplicity  of  typewriting — and  the  fact  that 
teachers  themselves  have  forgotten  their  own  exj)eriences  in 
learning,  perhaps — accounts  for  much  of  the  lack  of  empha- 
sis given  to  supervision. 

JTo  operate  a  typewriter  correctly  and  successfully'  is  not 
an  easily  acquired  accomplishment:  It  involves  highly 
complex  processes.  The  more  clearly  the  teacher  inider- 
stands  the  problems  involved,  the  more  quickly  he  will 
appreciate  the  difficulties  and  discouragements  the  student 
is  meeting. 

The  student  becomes  a  good  or  a  bad  typist  in  the  first 
few  weeks  in  school.     Consequently,  this  period  in  his  ex- 


TEACHING   METHODS  21 

perience  should  be  the  subject  for  much  thought  on  the 
part  of  the  teacher.  Each  student  presents  a  different  prob- 
lem. The  reaction  of  different  individuals  differs  widely. 
Habits  of  thought  or  action  previously  acquired  influence 
progress.  These  are  matters  for  analysis  on  the  part  of  the 
teacher.  He  can  discover  them  and  correct  them  only  by 
close  personal  observation  of  each  student,  and  sympathetic 
assistance. 

Value  of  Demonstration,  and  Illustration:  Illustration  of 
any  point  in  learning  typewriting  is  far  more  effective  than 
any  amount  of  explanation.  The  teacher  should  never  lose 
an  opportunity  to  use  this  method  wherever  possible.  As 
has  been  stated,  students  of  the  age  of  those  studying  type- 
writing are  naturally  imitative.  For  the  purpose  of  making 
all  demonstrations  clear,  the  teacher  should  have  for  his  own 
use  a  machine  mounted  on  a  swivel  table,  or  stand  provided 
with  casters  so  that  it  can  be  moved  from  place  to  place. 
He  can  gather  around  him  a  small  group  of  students  and 
explain  the  working  parts  of  the  machine  or  points  in  tech- 
nique with  a  clearness  that  would  otherwise  be  difficult. 
The  stand  should  bring  the  machine  high  enough  to  make 
it  possible  for  the  teacher  to  operate  it  while  standing,  so 
that  a  large  group  of  students  may  watch  the  demonstra- 
tion at  one  time.  In  explaining  the  proper  position  while 
sitting,  another  machine  can  be  used.  The  features  that 
lend  themselves  most  readily  to  demonstration  are: 

1.  Position  at  machiue^ 

2.  Position  of  hands  and  arms; 

3.  Touch: 

a.  Getting  hand  in  position  after  carriage  return; 

b.  Making  the  reaches; 

c.  Economy  of  movement; 

d.  Rhythm; 

e.  Even  impressions. 


22     TEACHERS'   MANUAL  OF  RATIONAL  TYPEWRITLNG 

4.   The  meebanlcal  operations  of  the  machine: 

a.  Spacing; 

b.  Carriage  return; 

c.  Mechanical  features; 

d.  The  scales; 

e.  Printing  point; 

f.  Adjusting  paper; 

g.  Adjusting  marginal  stops. 

Blank  Keys — Shields — Aprons:  Such  mechanical  devices 
have  a  value  in  teaching  with  certain  classes  of  students. 
Their  principal  value  is  to  be  found  in  the  following: 

Blank  Keys — are  valuable  only  in  forcing  the  student  to 
memorize  the  keyboard.  They  have  no  value  beyond 
that,  and  can  not  be  considered  as  a  substitute  for 
teaching  typewriting. 

Shields — are  a  better  device  than  the  blank  keys,  but 
they  have  many  disadvantages.  They  force  the  stu- 
dent to  write  by  "touch"  but  do  not  offer  the  teacher 
an  opportunity  to  observe  the  method  of  operation 
used  by  the  student. 

Aprons — serve  the  same  purpose  as  shields,  and  have  the 
same  disadvantage.  They  have  the  advantage  of 
giving  the  student  free  play  in  handling  the  machine. 

All  these  devices,  if  used  at  all,  should  be  dispensed  with 
as  soon  as  possible.  They  should  not  be  used  with  all  stu- 
dents. With  the  more  mature  students,  who  have  stronger 
will  power,  such  devices  will  not  be  necessary  at  all,  perhaps. 
If  the  teacher  has  the  power  to  control  the  methods  of  oper- 
ation  of  his  |)upils,  more  rapid  progress  can  bo  made  without 
the  devices  mentioned,  but  only  teachers  of  unusual  person- 
ality and  control  of  their  students  can  achieve  this. 

Charts:  Every  typewriting  r(x>m  should  be  provided  with 
a  sot  of  wall  charts  of  the  koyl)oard  of  the  machine.  Pref- 
erably theso  should  Ik?  in  harmony  with  the  koylM>ard  charts 


TEACHING  METHODS  23 

given  in  the  Rational  Typewriting  text,  beginning  with  the 
first  lesson.     The  following  are  suggested: 

Full  keyboard  of  the  Remington; 

Full  keyboard  of  the  Underwood  (see  page  4,  Revised  Edition); 

Full  keyboard  of  the  other  machines  used. 

The  foregoing  charts  should  be  ruled  off  into  finger  divi- 
sions to  enable  the  teacher  to  give  preliminary  explanation 
of  the  keyboard  as  a  whole. 

Divisional  charts  should  be  provided  as  follows: 

First  finger  divisions  (see  page  9,  Revised  Edition) ; 
Second  finger  divisions  (see  page  11,  Revised  Edition); 
Third  finger  divisions  (see  page  13,  Revised  Edition); 
Fourth  finger  divisions  (see  page  15,  Revised  Edition). 

The  divisional  charts  also  should  be  ruled  off  for  the  fin- 
ger divisions,  and  no  other  keys  than  the  ones  under  discus- 
sion should  be  shown;  but  the  whole  keyboard,  blank  ex- 
cept for  the  keys  of  the  division,  should  be  illustrated  so  as 
to  enable  the  student  to  visualize  the  locations.  The  guide 
keys  should  be  included  on  all  charts. 

Figure  and  special  character  divisional  charts  should  be 
provided  as  follows: 

One  showing  the  figures  with  the  upper  characters  obliterated  to  focus 
attention  on  the  figures  (see  page  21,  Revised  Edition). 

One  showing  the  figures  and  characters  in  combination,  (see  page  23, 
Revised  Edition). 

In  addition  to  the  foregoing  it  would  facilitate  instruction 
on  the  various  parts  of  the  machine  if  charts  could  be  pro- 
vided showing  an  enlargement  of  the  machine  from  various 
angles,  such  as  the  illustrations  in  the  book  of  directions 
provided  by  the  typewriter  makers. 

The  stereopticon  is  used  in  some  schools  for  this  purpose. 

Charts  drawn  on  the  blackboard  by  the  teacher  usually 
are  not  accurate  enough  to  be  of  value. 


t;4      ri<:A(  HKUS     MAM  AL   OF    llAliO.NAl.    1  \  i'KWili  liM. 

Class  Groups — Classification  for  Instruction:  The  best 
work  ill  teaching  typewriting  can  be  done  where  a  close 
classification  of  students  is  possible.  In  the  first  place  such 
a  classification  stimulates  competition,  and  since  all  the 
students  in  a  group  properly  classified  can  work  at  about 
the  same  speed,  or  nearly  so,  the  competition  becomes  more 
productive  of  results.  Exact  classification  also  affords  the 
opportunity  for  more  intensive  methods  of  instruction.  It 
enables  the  teacher  to  concentrate  his  efforts  on  a  few  essen- 
tials in  each  recitation  or  practice  period  and  leaves  a  wide 
margin  of  time  for  intensive  drill. 

Classification  is  one  of  the  hardest  problems  to  solve — if 
it  ever  is  solved.  It  can  be  measurably  improved  in  most 
schools  by  a  careful  analysis  of  the  situation.  Owing  to  the 
number  of  electives  in  most  high  school  courses  nowadays, 
the  always  present  "special  student,"  the  student  repeating 
a  term's  work,  or  the  student  who  has  l>een  absent  and  is 
trying  "to  make  it  up,"  there  are  a  host  of  influences  that 
interfere.  In  the  private  schools,  students  enter  at  any 
time.  The  method  of  promotion  makes  reclassification  a 
continuous  problem.  The  problems  may  be  discussed  brief- 
ly under  three  heads: 

1.  Classification:  This  should  be  carried  out  as  far  and  as 
fully  as  possible,  even  to  the  extent  of  frequently  splitting  up 
the  groups  into  smaller  groups.  It  will  necessarily  mean  re- 
ducing  the  amount  of  instruction  to  any  one  group  if  several 
groups  are  working  in  the  tyi)ewriting-  room  at  the  same 
time,  but  it  should  be  remembered  that  a  few  minutes  of 
intensive  effort  is  to  be  preferred  to  a  much  Icviger  period  of 
scattered  effort- 

2.  Broadening  the  Work  of  Tnstrnrtion  Period:  Often  a  large 
number  of  students  that  are  within  a  reasonal)le  distance  of 
each  other,  so  far  as  the  matter  of  typewriting  skill  is  con- 
cerned, may  be  assembled  for  instruction  in  one  group  and 


TEACHING   METHODS  25 

the  instruction  made  to  cover  several  of  the  textbook  les- 
sons. This  may  be  supplemented  by  whatever  drill  the 
teacher  has  decided  upon  being  given  to  the  entire 
group. 

3.  Individual  Work:  The  actual  work  of  practice  is  a 
purely  individual  matter.  When  the  instruction  part  of  the 
period  has  been  completed,  students  may  be  assigned  in- 
dividual practice  work  under  the  supervision  of  the  teacher. 

Dictation  Direct  to  the  Machine:  This  is  a  valuable 
device  to  use  from  the  very  beginning  in  typewriting  and 
can  be  continued  throughout  the  course  with  advantage. 

The  particular  advantages  of  dictation  direct  to  the 
machine  are; 

1.  It  forces  the  student  to  keep  up  with  the  pace  of  the  teacher  rather 
than  to  rely  upon  his  own  voHtion. 

2.  It  prevents  him  from  falling  into  sluggish  habits  of  manipulation. 

3.  It  cultivates  his  hearing — which  is  a  very  valuable  training  for  both 
shorthand  and  typewriting. 

4.  It  assists  in  acquiring  rhythm. 

5.  In  giving  dictation  the  teacher  can  require  the  students  to  look 
directly  at  him,  thus  keeping  their  eyes  off  the  keyboard. 

At  the  beginning  of  the  work  the  best  method  of  giving 
dictation  is  to  dictate  one  letter  of  a  word  at  a  time — not  pro- 
nouncing the  word.  This  is  a  valuable  exercise  in  testing 
the  student's  ability  in  finding  keys  quickly.  The  words 
can  be  written  on  the  board  a  letter  at  a  time  as  they  are 
dictated.  The  object  of  this  is  to  let  the  student  see  the  let- 
ter as  well  as  hear  it  and  to  prevent  confusion.  By  not  pro- 
nouncing the  word  the  student  is  kept  alert  to  catch  each 
letter,  otherwise  he  would  proceed  with  the  word  as  soon  as 
he  anticipated  what  it  was.  Dictation  on  the  machine  has 
a  very  great  attraction  for  most  students. 


26     TEACHERS'  MANUAL  OF  RATIONAL  TYPEWRITLXC; 

Speed  Drills — ^Team  Competition:  As  has  been  men- 
tioned in  the  foregoing  the  word  "speed"  either  in  shorthand 
or  typewriting  has  a  magic  attraction  for  students  of  these 
arts.  It  can  be  made  an  inexhaustible  capital  by  the 
teacher.  The  following  suggestions  will  serve  to  open  up  the 
possibilities  of  the  subject: 

In  the  early  stage: 

1.  Speed  drills  in  writing  certain  frequently  recurring  combinations  or 

sequences  of  letters; 

2.  Speed  drills  in  writing  the  alphabet; 

3.  Speed  drills  in  writing  alphabetic  sentences; 

4.  Speed  drills  on  any  repeated  practice  material  from  the  textbook. 

In  the  advanced  stage: 

1.  Speed  drills  on  practice  material,  connected  matter; 

2.  Speed  drills  on  new  matter;  at  first,  on  matter  of  low  stroke-inten- 

sity. 

In  the  early  stage  the  matter  can  be  given  to  the  entire 
class  group.  In  the  later  stage,  the  .«tudents  should  be 
grouped  according  to  ability — those  in  each  group  working 
in  competition  with  one  another.  Teams  can  be  organized 
in  each  group  to  stimulate  competition.  The  teacher  can 
make  the  most  effective  use  of  these  competitions  by  the 
employment  of  a  bulletin  board  with  the  names  of  compet- 
ing teams,  students,  etc.,  with  the  records  of  their  achieve- 
ments. Many  of  these  diagrams  can  be  in  the  form  of 
graphs.    See  illustrations  on  pages  32  and  33. 

Speeding  Up  Slow  Students:  The  slow  student,  like  poor 
relations,  is  ever  with  us.  One  of  the  l)est  devices  for  "speed- 
ing up"  such  a  student  is  to  place  him  by  the  side  of  a  student 
who  has  greater  speed,  but  not  so  much  greater  sj>eed  that 
he  discourages  the  slow  one.  Preferably  the  student  used 
as  a  pacemaker  should  be  one  who  started  at  the  same  time 
as  the  other. 


TEACHING  METHODS  27 

The  competition  mentioned  in  another  paragraph  is  also 
useful  for  this  purpose.  A  slow  student  can  often  be  stimu- 
lated to  greater  effort  by  merely  putting  him  in  competition 
with  time.  Speed  sentences  and  devices  of  that  kind  may 
also  be  used  to  advantage. 

Speed  of  Progress :  As  every  teacher  knows,  the  progress 
of  the  students  is  almost  as  varied  as  the  students  them- 
selves. Speed  of  progress,  therefore,  is  an  individual  prob- 
lem, and  is  one  that  needs  the  special  attention  of  the  teacher. 
In  many  schools  the  problem  can  be  simplified  by  classi- 
fication. Proper  classification  is  not  always  possible,  owing 
to  the  difficulties  of  program-making  in  most  schools. 
The  following  suggestions  may  help  teachers  to  overcome 
the  difficulty  to  some  extent: 

1.  Classification  wherever  possible  and  reclassification  at  frequent  inter- 

vals. 

2.  Arranging  the  program  so  that  the  work  of  instruction  can  cover  pos- 

sibly two  or  three  lessons  of  the  typewriting  Manual. 

3.  Limiting  and  intensifying  the  instruction  part  of  the  recitation. 

4.  Allowing  students  in  their  practice  periods  to  progress  as  rapidly  as 

their  individual  abilities  permit. 

5.  Careful  supervision. 

6.  Arousing  slow  and  unambitious  students  to  greater  effort. 

7.  Assigning  extra  periods  for  students  whose  progress  is  slow. 

An  explanation  of  the  second  suggestion  seems  necessary. 
The  recitation  period  can  be  divided  into  several  subdivi- 
sions. For  example,  the  teacher  may  take  the  first  ten 
minutes  of  the  period  for  instruction  covering  general  tech- 
nique, memorization  of  the  keyboard,  or  whatever  it  may 
be.  The  second  subdivision  may  be  devoted  to  drill  in  con- 
cert, and  the  third  may  be  devoted  to  individual  practice 
under  the  supervision  of  the  teacher.  In  this  way  the  in- 
struction may  cover  points  on  several  lessons  and  the  teach- 
er is  not  held  down  to  a  lesson-by-lesson  program  so  far  as 


28     TEACHEFtS'   MANUAL  OF  RATIONAL  TYPEWRITING 

instruction  is  concerned.  This  matter  is  discussed  also  un- 
der the  head  of  "Class  Groups — Classification  for  Instruc- 
tion." 

Music  and  Rh3rthm:  The  importance  of  rhythm  in 
typewriting  cannot  be  overemphasized.  Rhythm  simply 
means  tapping  the  keys  in  even  time.  Rhythm  enables  the 
typist  to  finger  each  key  properly  and  to  deliver  the  same 
amount  of  energy  on  each  stroke.  The  result  is  clean-cut 
impressions  and  greater  speed. 

Rhythm  can  be  taught  in  several  ways.  By  tapping  the 
desk  at  regular  intervals  as  the  class  practices  a  given  exer- 
cise; by  dictating  a  list  of  words  in  even  time  or  by  the  use 
of  a  Victrola  or  other  phonograph.  Much  success  ha.s  been 
acquired  by  the  use  of  the  Victrola.  The  stimulating  effect 
of  music  itself  is  well  recognized.  The  chief  difficulty  about 
this  method  is  to  secure  the  proper  records.  At  the  liegin- 
ning  of  the  work  in  typewriting  the  teacher  should  demon- 
strate the  correct  method  of  acquiring  rhythm  and  explain 
the  reasons  for  the  emphasis  that  is  placed  upon  it.  As 
most  students  have  a  natural  conception  of  "time"  as  ap- 
plied to  music,  there  will  be  little  difficulty  in  driving  the 
idea  home.  The  theme  should  be  constantly  iterated,  how- 
ever, until  each  member  of  the  group  has  acquired  a  rhyth- 
mic touch. 

Habits  to  Be  Prevented:  There  are  certain  habits  that 
are  not  mentioned  in  the  textbook  which  the  student  is 
sure  to  acquire  if  the  teacher's  attention  is  not  constantly 
given  to  preventing  them.  Some  of  the  most  important  of 
these  are:  looking  at  what  has  been  written;  looking  at 
the  keys  while  operating;  performing  any  of  the  mechanical 
operations  without  regard  to  economy  of  movement,  :is  for 
example,  returning  the  carriage  with  both  hands;  holding 
the  hands  too  high:   moving  the  ell^ows  in  and  out  from  the 


TEACHING   METHODS  29 

body;  using  the  guide  keys  as  pivots;  and  swinging  the 
hands  around  in  a  semicircle  in  jfinding  certain  key s ;  .s^iacing 
with  the  first  finger  instead  of  with  the  thumb;  pushing  the 
keys  down  instead  of  striking  with  a  staccato  touch,  and  so  on. 
One  of  the  above-mentioned  habits;  namely,  looking  at 
the  fingers  while  operating,  may  be  condoned  on  the  ground 
that  it  enables  the  student  to  watch  the  movement  of  his 
fingers.  This  may  be  permissible  for  a  brief  period  each  day 
in  the  early  stages  of  the  work,  for  the  purpose  of  letting 
the  student  see  for  himself  that  he  is  performing  the  opera- 
tion correctly.  The  antidote  for  bad  habits  is  the  substitu- 
tion of  good  ones. 

jCorrecting  Papers:  There  is  a  wide  difference  of  opinion 
among  teachers  as  to  the  value  of  extensive  and  detailed 
correction  of  the  typewriting  produced  by  the  student.  To 
correct  the  work  of  even  a  small  group  of  students  is  a  prodi- 
gious task,  and  the  teacher  who  attempts  it  soon  finds  him- 
self so  burdened  with  the  quantity  that  there  is  little  time 
left  for  anything  else.  Unquestionably  some  papers  should 
be  corrected,  or  at  least  inspected,  by  the  teacher,  and  this 
should  be  done  thoroughly.  In  the  early  stages  of  type- 
writing the  teacher  should  be  more  concerned  with  the 
accuracy  of  the  method  than  with  the  accuracy  of  the  copy. 
Logically,  it  might  seem  that  if  the  method  were  correct,  the 
product  would  be  correct;  but  this  would  be  disregarding 
the  human  element.  Proper  technique  should  be  stressed 
from  the  beginning,  and  until  this  has  been  acquired,  and  the 
student  is  able  to  execute  the  movements  with  a  reasonable 
degree  of  accuracy,  the  correction  of  the  papers  is  an  unim- 
portant detail.  In  determining  what  papers  are  to  be  cor- 
rected it  would  be  well  to  consider  three  points: 

1.  The  objective. 

2.  What  will  the  student  get  out  of  it? 

3.  What  corrections  should  be  made.' 


30     TEACHERS'  MANUAL  OF  RATIONAL  TYPEWRITING 

In  considering  the  first  point:  The  objective  in  the  be- 
ginning work  is  to  train  the  student  in  the  correct  manipu- 
lation of  the  machine  so  far  as  finger  technique  is  concerned. 
The  copy  produced  is  not  always  a  reflection  of  accuracy  in 
that  respect.  If  the  ideal  is  a  "perfect"  copy,  the  student 
may  produce  it  at  the  expense  of  technique,  and  he  has  thus 
failed  in  his  objective.  Correct  technique  should  produce 
correct  results — but  it  does  not  always  do  so,  simply  be- 
cause a  perfect  nervous  system  is  practically  nonexistent  or 
at  least  so  rare  as  to  be  negligible.  Correct  technique  will 
eventually  produce  better  and  more  accurate  results  than 
can  be  secured  in  any  other  way,  but  the  result  as  revealed 
in  the  student's  copy  may  indicate  the  reverse.  As  an  ex- 
ample: The  student  of  typewriting  could  unquestionably 
produce  more  accurate  copy  at  the  beginning  by  looking  at 
the  keyboard  while  operating;  but  in  a  very  short  time  he 
would  be  hopelessly  left  behind  by  the  "touch"  writer,  j 

What  will  the  student  get  out  of  the  corrections?  He  will 
generally  get  out  of  them  just  what  he  puts  into  them  him- 
selt.  He  should,  therefore,  bejtrained  from  the  very  start 
to  make  his  own  corrections.  That  is  what  he  will  have  to 
do  in  business.  He  will  be  exj)ected  to  turn  copy  back 
that  needs  nothing  but  the  dictator's  signature.  He  should 
understand  from  the  start  that  the  teacher  is  a  constructive 
force  and  not  a  prcx)f  reader.  Before  papers  are  presented 
to  the  teacher,  the  student  should  go  over  them  himself  tuid 
discover,  if  i)ossible,  any  errors  he  has  made;  and  .any  correc- 
tions that  he  can  make  himself  should  be  made  by  him  with- 
out assistance.  From  a  lack  of  knowledge  or  carelessness 
some  errors  are  certain  to  remain  undiscovered.  The  teacher 
should  cither  put  him  in  the  way  of  securing  the  information 
to  help  him  to  analyze  his  difficulties,  or  in  some  instances 
supply  him  with  information  that  it  is  clear  he  does  not 
possess. 


TEACHING  METHODS  31 

In  the  Revised  Edition  of  Rational  Typewriting,  pages 
141-143,  the  method  of  rating  adopted  by  the  United  States 
Civil  Service  Commission  is  given.  A  tabulation  of  the 
points  deducted  for  errors  should  be  prepared  and  posted  in 
the  typewriting  room,  or  furnished  to  students  when  they 
enter  the  class.  Students  should  be  required  to  make  cor- 
rections on  their  own  papers  in  accordance  with  these.  It 
will  then  be  an  easy  matter  for  the  teacher  to  inspect  the 
papers  and  detect  which  are  errors  due  to  a  lack  of  knowl- 
edge and  which  are  the  result  of  pure  carelessness. 

In  the  correction  of  transcripts  of  the  student's  notes  later 
in  the  course  a  different  method  is  necessary.  First,  all 
typographical  errors  should  be  eliminated  by  the  student 
himself.  Points  in  punctuation,  capitalization,  and  so  on, 
can  be  discussed  at  the  dictation  period  and  these  matters 
usually  cleared  up.  The  teacher  from  experience  knows  the 
kinds  of  errors  that  are  generally  made.  He  can  spot  these 
as  he  dictates,  and  discuss  them  at  the  end  of  the  dictation 
period.    It  is  better  to  prevent  errors  than  to  correct  them. 

Records:  A  great  deal  of  ingenuity  can  be  exercised  by 
the  teacher  in  preparing  records  of  the  work  of  the  various 
students  which  will  appeal  to  the  class  group.  These  may 
be  in  the  form  of  progress  cards  on  the  formal  lessons  of  the 
textbook  used. 

Progress  Graphs:  The  use  of  this  device  has  been 
found  to  be  of  value  in  stimulating  interest  in  the  subject 
and  of  bringing  to  the  student's  notice  the  features  of  his 
work  that  need  attention.  The  graphs  may  include  such  in- 
formation as  "speed  development"  as  outlined  in  a  previous 
paragraph,  graphs  of  errors,  graphs  of  progress  on  lessons, 
graphs  on  speed  studies,  etc.  Graphs  showing  the  relation 
between  accuracy  and  speed  disclose  many  sources  of  weak- 
ness that  would  not  otherwise  be  located. 


32     TEACHERS'   MANUAL  OP  RATIONAL  TYPEWHITING 


ALPHABET  SPEED 

NUMBER  OF  TIMES  WRITTEN  IN  FIVE  MINUTES 

2S 

NAME 

5   7   9   11   13   15   17   19  £:1   2;t  25   -' 

7  JS 

HORTENSE  ALLEN 
FRANCES  RAYMOND 
ALICE  RINn£ 
FRANCES  PORTER 
ALICE  HUNTER 

269 
338 

596 
379 

520 

ILLUSTRATION  1.     GRAPH  SHOWING   METHOD  OF  INDICAT- 
ING SPEED  ON  ALPHABET 


The  graphs  on  this  and  the  following  page  are  merely 
suggestive.  Illustrations  1,  2,  and  3  are  very  well  adapted 
for  the  blackboard  or  bulletin  board.  Graph  4  is  an  indi- 
vidual record,  and  may  be  kept  by  the  student  himself 
under  the  direction  of  the  teacher. 

Many  of  the  forms  for  the  graphs  may  be  prepared  in 
quantity  on  the  mimeograph  by  students.  Suitable  cro.ss 
section  paper  for  preparing  many  graphs  can  be  purchased 
at  stationers.  The  graph  shown  in  illustration  2  could  be 
made  a  permanent  one  by  having  the  permanent  features, 
such  as,  title,  the  figures  indicating  speeds  in  words  a  min- 
ute, and  the  ruling  painted  on  a  suitable  blackboard  in  the 
typewriting  room.  The  names  and  other  changeable  data 
could  be  written  in  by  hand. 


SPEED  CHART    TEST  JANUARY  l   1919 

5PEEO  IN  NET  WROS  PER  MINUTE                      1 

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GENEVIEVE  JONtS 
VADA  HAMILTON 
•ILL  SHAW 
ANNA  MURPHY 
MAROLO  OEPUT 
AMY  CUSHI)«C 

r 

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ILLUSTRATION  «. 


GRAPH  SHOWING  INTERESTING  SPEED 
CHART 


TEACHING  METHODS 


33 


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34     TEACHERS'   MANUAL  OF  RATIONAL  TYPEWRITLNG 

Record  Cards:  Record  Cards  for  the  Revised  Edition, 
Medal  of  Honor  Edition  and  Single  Keyboard  Edition 
(Underwood  and  Remington),  are  furnished  to  teachers  by 
the  publishers  at  a  nominal  price.     (See  illustrations.) 

Method  of  Handling  Record  Cards:  The  cards  are 
3x5  inches  in  size  and  fit  the  ordinary  card  index  drawer. 


RECORD  CARD  for  use  with  RATIONAL  TYPEWRITING                            1 
NAME                                                                         CNTCREO                               NUMBU                                            1 

Inuo 

Cwnr 

IHtit 

ICMM 

Cm, 

tutt 

Umm 

Cm«. 

tn*t 

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Cm« 

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ILLrSTllATlUN  OF  REVISED  EDITION   RECORD  C  ARD— FACE 

A  card  should  be  provided  for  each  student,  and  as  the 
work  of  the  lesson  or  a  section  of  the  lesson  is  com- 
])leted,  it  should  be  entered  on  the  card  so  that  by  refer- 
ring to  the  card  the  teacher  can  ascertain  the  progress  of 
the  student. 

Revised  and  Medal  of  Honor  Editions:  On  the  face  of 
the  card  place  the  student's  name  and  file  numlxT  and  the 
date  he  entered  the  class.  Space  is  also  provided  for  entering 
the  date  when  each  lesson  is  completed  and  the  grade.  The 
date  should  be  entered  in  figures;  as,  3 115.  With  the  date 
of  entrance  and  date  of  com})letion  of  the  first  lesson  the 


TEACHING   METHODS 


35 


teacher  can  quickly  ascertain  how  much  time  the  student 
consumed  in  completing  the  first  lesson.  Thereafter  the 
time  which  lapses  between  the  dates  of  completing  one  lesson 
and  the  following  lesson  shows  the  time  required  for  com- 
pleting each  lesson.  On  the  back  of  the  cards,  space  is 
provided  for  the  grades  and  dates  of  completing  "Supple- 
mentary   Exercises,"      "Words    of   High   Frequency"    and 


Siri'lEMEST.VBJ 
ESS. 

WORDS  OF 
HIGH  FREQUENCY 

r.. 

SPEED  STUDIES 

r  date  and  speed  in  space  provided,  thus ^^^-50) 

[..    Ic.J.iei  03i,f 

f<. 

CraJc 

Date 

El. 

Grade 

Dale 

Les  Ei 

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BUDGETS 

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OFFICE  TRAINING  SUBJECTS 

featuics  01  Mjchme            Posu!  Cards                             Bu^inesj 
Ttleo'jmj                          tnvclojcs                          Corieiponacnce 

(Check  each  item 
as  completed) 

OilIin<i 
Tabuiatiot 

43.,  i 

2  1 

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Ar 

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n 

tun 

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^^^^ 

^^^ 

ILLUSTRATION  OF  REVISED  EDITION  RECORD  CARD— BACK 

"Budgets."     Space  is  also  provided  for  entering  the  speeds 
and  dates  on  the  various  "Speed  Studies." 

The  Office  Training  subjects,  such  as  "Features  of  the 
Machine,"  and  "Telegrams,"  may  simply  be  checked  as 
they  are  completed.  In  this  way  the  teacher  can  be  sure 
that  every  student  has  received  the  necessary  instruction 
and  practice  on  these. 

Single  Keyboard  Edition:  Space  is  provided  on  the  card 
for  "Starting,"  "Finishing"  and  "Grading"  on  each  lesson. 
On  the  back,  records  of  "Fingering  Exercises,"  in  the  back 
of    the   book    (pages   101-104),    Supplementary   Exercises, 


36     TEACHERS*   MANUAL  OF  RATIONAL  TYPEWRITING 


RATIONAL  TYPEWRITING  -MEDAL  OP  HONOR  EDITION 

NAME                                                                                                                              DATE                                 NO. 

LESSON 

COM 
PLtlEO 

GflAOE 

LESSON 

PlETtoJ    •'"'"^ 

LESSON      ,l"tEO 

GRADE 

■UOCCTS                1 

t 

l:i 

25 

•UHSEN 

rUf'io 

CMK 

2 

U 

2C> 

T 

3 

IS 

27 

11 

4 

16 

2<t 

III 

5 

17 

29 

IV 

6 

18 

30 

V 

7 

l") 

31 

EXERCISES              1 

8 

20 

32 

1     1 

9 

21 

33 

2 

10 

22 

31 

3 

11 

23 

3S 

4 

12 

24 

X 

S 

ILLUSTRATION  OF  MEDAL  OF  HONOR  RECORD  CARD— FACE 


SPEED  RECORD  ON 
SPEED  STUDIES 

WORDS  OF 
HIGH  FREQ 

OFFICE  TRAINING 
Check  etch  Ceicur*  H  fimthcd 

ut-c. 

.*p«i> 

LE<.I«. 

.P«0 

L».fK. 

•"«o 

i.f«.t>. 

•«« 

L.^ 

C<H»P 

B«»la«M  Corr«*po««l««c* 

',Ti      1 

13-1 

14-3 

I5-S 

17-4 

1 

Fsldinc  L«n«n 

42 

2 

4 

6 

Spl.l 

2 

PoMal  Cmdt 

42 

3 

S 

16-1 

2 

3 

CwbeoCavlM 

43 

4 

6 

2 

3 

4 

FIrilihMl  Lmmt 

<3 

6 

7 

3 

4 

5 

«l 

6 

8 

4 

5 

6 

Roafh  I>t«l«     « Es.l 

«S 

7 

15-1 

5 

0 

7 

DlTKtlai  Ctii^lovOT 

70 

8 

2 

17-1 

7 

8 

TataUwn 

42 

14-1 

3 

2 

8 

9 

T«WlMlMM4aiiaM 

73 

3 

« 

3 

e 

10 

MacMMltsltaa 

7S 

SPECIAL  ARTICLES 

S«4< 

11 

M««.iQri»li«MCoy»r 

85 

Nuownli                                                ( 2 1 

12 

8< 

Spacins  Alter  Puncniatiqii  Mark*     ( |  > 

LawPa»«n 

86 

Thlnm  Too  Oo«ht  lo  Know              <  j  > 

A4dllkHMl  CK>rMMn 

72 

ILLUSTRATION  OF  MEDAL  OF  HONOR  RECORD  CAUD-KACK 


TEACHING  METHODS 


37' 


RATIONAL  TYPEWRITING-STUDENT'S  RECORD                   NUMBER: 
name:                                                                                                             ^^■^^"^■'^ 

LESSON 

6T.»T 

n«s. 

ORAOE 

LEStOX 

sr«T 

r,..SH 

CPADE 

LE580N 

ST.RT 

r,VSH 

.«0E 

LESSON 

ST.«T 

FINISH 

GRACE 

1 

10 

19 

28 

2 

11 

20 

29 

3 

12 

21 

30 

4 

13 

22 

31 

5 

14 

23 

32 

6 

15 

24 

33 

7 

16 

25 

FiNAC 

Grade: 

8 

17 

26 

Aver 

\GE  T 

ME 

9 

18 

27 

(over) 

ILLUSTRATION  OF  SINGLE  KEYBOARD  EDITION 
RECORD  CARD— FACE 


FINGERING 
EXERCISES 

SUPPLEMEN- 
TARY EXS. 

SPECIAL 

Note:  Check  each  item  as  completed 

1 

DATE 

ORAD 

1 

OATt 

CRAO 

Capitals 

Manlfoldlng(Carbon) 

2 

2 

Characters  not  on  Keyboard 

Mineograph 

3 

3 

Numerals 

Folding  letters 

4 

4 

3pacin|  sfler  Punclualicn 

Directing  Envelopes 

5 

5 

Things  You  Oujht  to  Kno*" 

Finished  Utter 

6 

6 

Business  Cor.; Artistic  Arrangement 

Telegrams 

7 



— 

Sugiestions  for  the  Typist 

Centering 

8 

Enclosures 

Covering  i  Indorsing 

9 

Correction  and  Erfsiirts 

Tabulator 

10 

Postal  Cards 

Ruling 

1 

~1»BT~ 

ILLUSTRATION  OF  SINGLE  KEYBOARD  EDITION 
RECORD  CARD— BACK 


33     TEACHERS'  MANUAL  OF  RATIONAL  TYPEWRITLNG 

accompanying  the  lessons  may  be  introduced.  Important 
features  of  the  course  are  listed  under  the  subject  of 
"Special." 

The  object  of  this  record  is  .simply  to  show  that  the  work 
under  each  of  these  has  been  satisfactorily  completed.  The 
record  has  an  interest  as  well  as  practical  value. 

Constructive  Work ;  In  any ,  well  planned  course  of  in- 
struction provision  is  made  for  constructive  work — working 
up  tabulations  or  other  data  from  material  furnished.  This 
may  be  supplemented  by  original  ])roblems,  the  data  for 
which  the  student  can  collect  himself,  and  assemble,  at 
first,  with  the  aid  of  the  teacher.  The  collecting  and  ar- 
ranging of  data  in  this  way  is  a  feature  that  will  arouse  the 
student  to  do  his  best.  It  prepares  him  for  practical  work 
in  the  office  because,  as  the  teacher  knows,  the  typist  is  con- 
stantly encountering  new  problems,  and  his  ability  to  solve 
these  will  depend  entirely  upon  his  training  in  meeting  con- 
ditions in  the  schoolroom.  In  prcj)aring  this  work,  the  stu- 
dent should  be  left  as  far  as  possible  to  his  own  devices  so 
as  to  cultivate  self-reliance  and  judgment. 

Stereopticon:  The  use  of  the  stereopticon  in  explain- 
ing various  features  of  the  machine,  the  various  forms  of 
business  letters  and  other  material  is  almost  indispensable 
in  teaching  the  subject  of  typewriting.  Aside  from  its  value 
in  saving  the  time  of  the  teacher  and  of  the  student  himself  it 
has  an  interest  value  that  is  important.  Slides  showing  the 
position  at  the  machine,  the  position  of  the  hands,  arms,  and 
body,  the  method  of  striking  the  keys,  the  divisions  of  the 
keyboard,  etc. — all  make  a  very  vivid  impression  if  thrown 
on  the  screen.  They  are  even  to  be  preferred  to  charts  in 
the  text,  for  they  offer  the  teacher  the  opi)ortunity  of  |X)int- 
ing  out  the  various  features  under  dirx^ussion  with  definite- 
ness. 


TEACHING   METHODS  39 

Analysis  of  Rational  Theory  of  Presentation:  The  early 
lessons,  except  the  first,  are  divided  into  three  parts.  The 
preliminary  exercise  is  designed  to  familiarize  the  student 
with  the  letters  in  the  finger  division  under  consideration, 
to  assist  him  in  memorizing  the  location  of  each  letter,  and 
to  give  practice  in  making  the  reaches.  This  is  a  very  im- 
portant feature  of  the  work  of  learning  and  should  'not  be 
neglected. 

The  first  exercise  is  designed  to  give  the  student  practice 
in  making  the  reaches  and  to  cultivate  rhythm  by  repetition 
on  words  that  have  been  selected,  after  careful  study,  to 
secure  the  greatest  amount  of  practice  with  the  minimum  of 
effort  and  time.  These  exercises  are  intensive  in  a  high 
degree  and  accomplish  the  ends  not  so  much  by  quantity 
of  practice  as  by  quality. 

The  second  exercise  is  designed  to  give  the  student  prac- 
tice in  concentration — and  concentration  is  one  of  the 
foundation  stones  upon  which  accurate  and  swift  typewriting 
is  based.  In  this  exercise  the  student  encounters  a  succession 
of  new  words;  they  hold  his  attention  and  he  gets  the  neces- 
£r:y  amount  of  practice  in  dealing  with  new  combinations 
of  characters.  The  new  words  besides  holding  his  attention 
inc"?ase  his  command  of  the  keyboard  by  giving  him  a  variety 
of  practice  in  making  the  reaches. 

The  third  exercise  is  designed  to  give  the  student  facility 
in  execution  on  connected  matter,  to  accelerate  finger  action, 
and  to  create  the  habit  of  continuous  operation. 

Thus  it  will  be  seen  that  each  fingering  lesson  contains 
three  steps.  The  first  is  designed  to  assist  the  student  in 
getting  a  mental  picture  of  the  keyboard  and  sufficient  repe- 
tition practice  to  secure  correct  rhythm,  to  aid  the  habit- 
forming  process,  and  to  insure  a  more  complete  command 
of  the  k:?yboard.  The  second  furnishes  practice  on  purely 
constructive  work  of  writing  "new  matter,"  which  is  neces- 


40     TEACHERS*   MANUAL  OF  RATIONAL  TYPEWRITING 

sary  to  increase  the  ability  to  handle  new  problems  and  to 
enforce  concentration.  The  third  step  is  designed  to  secure 
speed  in  execution. 

Presentation  of  Lessons:  The  individual  presentation  of 
lessons  naturally  will  be  governed  largely  by  the  methods 
of  teachers.  Rational  Typewriting  lends  itself  readily  to  a 
variety  of  methods  of  handling.  Its  flexibility  is  one  of 
its  strong  points.  The  teacher  is  advised  to  study  the  sug- 
gestions to  the  teacher  given  on  page  one  of  the  Revised 
Edition,  and  also  the  suggestions  to  students  on  page  two. 
A  very  complete  statement  of  the  procedure  in  teaching  the 
first  keyboard  lesson  is  given  on  pages  six  and  seven.  While 
this  latter  instruction  is  directed  primarily  to  the  student, 
it  will  be  of  very  great  value  to  the  teacher  in  suggesting  a 
method  of  beginning. 

The  First  Lesson:  The  method  of  conducting  the  first 
lesson  is  covered  quite  completely  in  the  outline  for  the  Re- 
vised Edition  and  will  make  clear  the  general  plan  of  instruc- 
tion. The  student  naturally  begins  his  work  with  a  great 
deal  of  initial  enthusiasm.  It  should  be  the  aim  of  the 
teacher  to  preserve  this  enthusiasm  and  this  he  can  do  by 
making  the  first  lesson  interesting  and  to  make  sure  that 
nothing  is  undertaken  that  cannot  be  successfully  accom- 
plished in  the  first  lesson.  The  student  must  leave  the 
typewriting  room  with  the  feeling  that  he  had  made  a 
decided  step  forward  in  his  work. 

.  The  lesson  should  1k'  i)lanned  with  the  utmost  care.  It 
will  be  necessary  to  make  a  program  outlining  just  what  he 
hopes  to  accomplish  in  the  period,  and  to  be  cautious  in 
not  being  too  ambitious. 

The  lesson  should  start  with  a  general  explanation  of  the 
aims  of  the  typewriting  course.  This  should  be  followed  by 
an  adequate  doscriptioii  of  the  machine  and  its  mechanical 
functions  with  plenty  of  illustration.     If  the  teacbcr  is  pro- 


TEACHING  METHODS  41 

vided  with  suitable  charts  showing  the  different  parts  of  the 
machine,  or  a  stereopticon  with  slides  to  show  these  parts, 
the  work  can  be  accomplished  much  more  easily  and  effec- 
tively. Care  must  be  taken  not  to  ihclude  more  than  the 
student  can  absorb.  It  will  be  well  to  remember  that  the 
student  is  primarily  interested  in  "working"  the  machine. 
Consequently,  all  instruction  regarding  the  mechanical 
operation  of  the  necessary  parts  should  be  reduced  to  the 
minimum.  So  far  as  mechanical  operation  is  concerned,  the 
first  lesson  should  include  instruction  only  on  inserting  and 
removing  paper,  the  space  bar,  line  spacing,  returning  the 
carriage,  releasing  the  carriage,  and  inspecting  the  writing. 
This  naturally  should  precede  any  work  on  operating  the 
keyboard,  and  the  work  should  be  carried  on  sufficiently  to 
give  the  student  considerable  skill  in  performing  the  opera- 
tions. An  outline  of  the  work  on  the  keyboard  should  be 
then  taken  up  by  the  teacher — explanation  of  the  divisions 
of  the  keyboard,  the  importance  of  invariable  fingering, 
touch,  method  of  striking  keys,  position  at  machine,  and 
so  on.  As  much  time  as  possible  of  the  period  should  be 
devoted  to  actually  operating  the  machine.  But  the  periods 
of  operation  should  be  split  up  in  many  sections,  giving  the 
student  a  little  at  a  time. 

Methods  of  Handling  Succeeding  Lessons:  The  best 
methods  of  handling  the  succeeding  lessons  are  explained 
in  the  outlines  for  the  various  editions.  These  are,  of  course, 
susceptible  to  variation  according  to  the  preferences  of  the 
teacher.  The  teacher  should  make  a  careful  study  of  the 
outlines,  however,  before  planning  the  work  of  any  lesson 
and  do  whatever  adaptation  work  is  necessary  beforehand. 
He  should  leave  nothing  to  the  spur  of  the  moment. 

The  author  will  be  glad  to  give  any  possible  assistance 
in  handling  special  problems. 


THE  TECHNIQUE   OF  TYPEWRITING 

Mechanics  of  the  Machine:  This  question  has  al- 
ready been  discussed  under  the  head  of  "The  Typewriter 
from  the  Mechanical  Viewpoint."  As  a  teaching  device  it 
will  be  of  value  in  this  respect — students  at  times  tire  of  the 
purely  manipulative  part  of  typewriting.  The  int'-oduclion 
of  studies  about  the  mechanism  of  the  machine  will  be  wt '  - 
comed  as  a  pleasing  and  valuable  diversion.  A  =*udy  of  the 
complete  instruction  books  issued  by  the  makers  of  the  vari- 
ous machines,  diagrams  on  the  board,  or  a  personal  demon- 
stration of  the  functions  of  the  various  parts  of  the  machine, 
will  prove  a  valuable  aid  in  teaching. 

Methods  of  Approach:  The  accompanying  illustrations 
will  make  clear  the  proper  method  of  approach  in  locating 
or  finding  the  keys  in  the  early  stages  of  learning.     As  has 


ILU'STllATION  1 

The  dotted  linos  show  tho  nu-thtMl  of  appronch  in  fimlinp  keys  in  the 
first  lesson.  The  same  method  is  to  Ik*  piirsiietl  in  the  second,  hnt  in  the 
third  and  fourth  lessons  the  ^iiide  keys  "F"  and  "J"  shonhl  lx>  ustxl,  as 
shown  l)y  the  solid  lines.  It  will  Ik*  noted  that  the  stndent  proceeilsalway.s 
from  the  known  position  to  the  unknown  by  accurate  means. 

42 


THE  TECHNIQUE  OF  TYPEWRITING 


43 


been  explained,  this  method  gives  way  later  to  a  more  ad- 
vanced type  of  execution. 


ILLUSTRATION  2 

The  (lotted  lines  show  the  method  of  approach  in  finding  the  figure  keys. 
Attention  is  called  to  the  use  of  the  guide  keys  "F"  and  "J."  A  similar 
approach  is  made  from  "F"  and  "J"  in  finding  the  keys  "Q"  and  "W," 
"Z"  and  "X,"  and  the  corresponding  keys  in  the  right-hand  division.  See 
"Learning  the  Keyboard,"  page  48. 


Position  at  the  Machine :  The  position  at  the  machine  has 
an  important  influence  on  efficient  operation.  It  can  best 
be  illustrated  by  the  teacher.  There  has  been  much  dis- 
cussion among  both  teachers  and  expert  writers  as  to  the 
best  position;  but  a  study  of  the  matter,  and  a  careful  obser- 
vation of  the  positions  assumed  by  various  expert  operators, 
shows  that  there  is  a  wide  diversity  of  practice  in  this  respect, 
due  to  individual  preference  in  some  instances  and  to  bad 
early  habits  in  others.  Faulty  position  is  due  in  most  cases 
to  the  failure  of  teachers  to  check  students  up  on  these 
matters  early  in  their  typewriting  experience. 

The  majority  of  the  best  typists  agree  on  the  following 
points : 

Considered  as  a  general  proposition  the  typist  should  sit 
in  a  position  that  gives  him  the  greatest  amount  of  comfort, 


44     TEACHERS'  MANUAL  OF  RATIONAL  TYPEWRITLNG 

taking  into  consideration  the  structure  of  the  machine  itself 
and  the  position  in  which  he  can  do  the  greatest  amount  of 
work  with  the  least  effort,  and,  consequently,  with  the 
smallest  amount  of  fatigue. 

He  should  sit  in  a  natural  upright  position,  directly  in 
front  of  the  machine  with  his  feet  in  front  of  him  on  the 
floor. 

The  height  of  the  seat  should  be  such  that  the  elbows  are 
on  a  level  with  the  table;  the  forearms  parallel  with  the 
slant  of  the  keyboard;  and  the  upper  arms  hanging  natural- 
ly at  the  side.  Rigidity  of  body,  arms,  and  hands  is  to  be 
avoided.  The  back  should  be  straight  from  the  hips  up, 
and  there  should  be  no  slouching  down  over  the  machine. 
Any  bending  of  the  body,  backward  or  forward,  should  be 
from  the  hips. 

The  typist  should  acquire  the  habit  of  sitting  as  nearly  as 
possible  in  the  same  position  always.  This  does  not  mean 
that  his  position  should  be  stiff  and  unyielding.  On  the 
contrary  there  must  be  a  complete  sense  of  freedom.  But 
it  can  readily  be  seen  that  as  soon  as  the  position  of 
the  typist  changes  the  reaches  to  the  keyboard  necessarily 
change. 

Initially  the  hands  should  be  placed  over  the  keyboard 
with  the  fingers  residing  lightly  on  the  letter  "a"  and  the 
semicolon.  The  wrists  should  be  lowered  a  trifle,  but  they 
should  not  touch  the  frame  of  the  machine.  The  hands 
should  be  kept  quite  close  together  and  the  elbows  should 
never  be  stuck  out. 

During  the  first  few  weeks  of  the  instruction  the  teacher 
should  maintain  daily  drills  in  position,  until  the  correct 
position  has  become  a  habit.  During  the  practice  periods, 
the  teacher  should  move  around  the  room  and  watch  care- 
fully for  bad  position,  and,  when  necessary,  illustrate  the 
correct  position  to  students  that  are  not  maintaining  it. 


THE  TECHNIQUE  OF  TYPEWRITING  45 

Chairs  should  be  provided  that  have  adjustable  backs,  as 
a  back  rest  is  necessary  to  provide  against  undue  fatigue. 
It  is  well  to  remember  that  a  student  who  is  physically 
tired  cannot  do  himself  justice,  and  every  effort  should  be 
made  to  make  his  working  conditions  as  comfortable  as  pos- 
sible. 

The  Guide  Keys — "Home  Position" :  The  work  in  finger- 
ing begins  in  the  middle  of  the  keyboard  for  the  obvious 
reason  that  these  fingers  are  more  easily  controlled  than  any 
of  the  others,  and  also  because  the  use  of  the  first  or  index 
fingers  does  not  interfere  with  the  proper  use  of  the  guide 
keys.  In  the  beginning  of  the  work  in  fingering,  both 
the  technique  of  operation  and  hand  position  are  of  the 
utmost  importance.  The  location  of  each  key  in  the  initial 
stage  of  learning  is  determined  or  measured  from  the  guide 
keys  "a"  and  " ;."  As  the  student  becomes  more  accus- 
tomed to  the  reaches,  he  depends  less  and  less  upon  the 
guide  keys,  or  the  "home  row";  but  these  continue  to  play 
an  important  part  in  the  work  of  keeping  the  hands  in 
proper  position  for  effective  work,  even  in  the  most  expert 
stages  of  typing.  Another  important  function  of  the  guide 
keys  is  in  keeping  the  fingers  close  to  the  keyboard.  The 
guide  keys  should  be  used  to  help  the  student  locate  the  home 
row. 

The  normal  position  of  the  fingers  for  the  left  hand,  for 
example,  is  to  have  the  little  finger  on  "a,"  the  third  finger 
on  "s,"  the  second  finger  on  "d"  and  the  first  finger  on  "f." 
The  right  hand  should  be  placed  in  like  position  by  starting 
with  the  little  finger  on  ";",  and  the  other  fingers  following 
along  in  order,  the  first  resting  on  "j."  The  fingers  should 
be  trained  to  fall  back  into  this  position  quickly  after  strik- 
ing a  letter. 

Getting  Back  to  Home  Position:  The  normal  position  of 
the  hands  and  fingers  has  been  discussed  under  another 


46     TEACHERS'  MANUAL  OF  RATIONAL  TYPEWRITLN'G 

head.  In  all  practice  work,  the  student  should  be  trained 
to  let  his  fingers  fall  back  into  this  position  immediately 
after  striking  a  key,  for  it  will  enable  him  to  locate  the 
following  key  much  more  quickly  and  accurately.  This 
is  extremely  important  in  word  practice,  for  the  reason  that 
students  will  locate  the  sequence  of  letters  in  a  word  and 
let  the  fingers  remain  on  the  keys  involved  as  far  as  possible, 
and  consequently  lose  the  practice  of  finding  the  keys  and 
acquiring  the  sense  of  location. 

Getting  back  to  position  is  an  important  part  of  the  tech- 
nique of  operation,  and  the  teacher  should  provide  ample 
practice  in  this.  Individual  work  with  each  student  is  es- 
sential to  secure  the  best  and  most  lasting  results.  Frequent 
tests  of  the  student's  ability  in  this  direction  are  necessary 
to  insure  his  progress.  As  an  illustration  of  how  this  may 
be  carried  on:  With  the  hands  in  the  proper  position,  ask 
the  student  to  pick  out  different  letters  as  you  dictate 
them.  Watch  his  method  of  finding  and  returning.  The 
approach  of  the  key  should  be  along  the  most  direct  line; 
there  should  be  no  waste  movement.  This,  of  course, 
should  be  done  with  a  great  deal  of  delil)eration  at  first, 
until  the  student  has  got  the  "feel"  of  letter  location. 

One  of  the  most  important  problems  in  getting  back  to 
"home"  position  is  involved  at  the  time  of  spacing  and  re- 
turning the  carriage  for  a  new  line,  because  it  necessitates 
taking  one  hand  away  from  the  keyboard.  A  study  should 
be  made  of  the  movements  necessarj'  in  returning  the  car- 
riage and  returning  the  hand  to  position,  and  students 
drilled  particularly  in  accurately  replacing  the  hand. 

Touch:  Touch,  in  this  present  connection,  will  be  con- 
sidered merely  as  one  activ'ity  and  apart  from  the  process 
involved  in  finding  the  keys,  which  will  be  discussed  else- 
where. Touch  primarily  means  striking  the  key  with  a 
SuflBcient  amount  of  force  to  drive  it  home,  timing  it  corr<Ntly. 


THE  TECHXi:r-E  OF  TYPEWRITING  47 

and  releasing  the  key  ■proj.^.'.'j.  The  musical  term,  "stac- 
cato," best  describes  i':.  A:  ^,:uctically  the  same  amount  of 
force  is  required  on  each  I::/,  v.lxn  the  "feel"  of  the  correct 
touch  is  once  established,  i":  bccoiriea  r.utomatic  very  quickly. 
The  principal  points  to  bs  cxa ::2::2d  ara: 

(1)  Hitting  the  key  squarely  ia  the  c.::iL_r; 

(2)  DeHvering  just  enough  pawer,  anJ  aj  :n:;r2,  tj  mr-ka  a  proper  con- 
tact of  key  with  ribbon  and  plciten; 

(3)  Getting  the  finger  ofif  the  key  quickly. 

Hitting  the  key  squarely  in  the  center  is  a  matter  of  ju--j- 
ment  that  can  be  acquired  only  by  practice.  Succ2:j  '1  hit- 
ting it  properly  will  depend  largely  upon  the  stren^lh  of  the 
tactual  image.  If  the  key  is  struck  on  the  edge,  t!i3  finger  is 
likely  to  slip  off  to  one  side,  resulting  in  an  indistinct  im- 
pression. 

The  amount  of  power  to  be  delivered  is  also  a  matter  of 
practice.  The  teacher  should  illustrate  the  effect  of  varia- 
tions in  touch  to  show  the  students  the  importance  of  strik- 
ing with  an  even  blow.  The  amount  of  power  delivered  also 
has  an  important  bearing  on  speed  and  on  rhythm.  Con- 
stant use  should  be  made  by  the  teacher  of  the  student's  de- 
sire to  acquire  speed  by  showing  him  how  all  features  of 
typewriting  technique  influence  it.  A  light,  even,  rhythmic 
touch  conserves  energy,  increases  production,  and  gives  bet- 
ter finger  control. 

The  most  important  factor  in  touch  is  the  s'peed  with  which 
the  key  can  he  released.  It  is  even  of  greater  importance 
than  speed  in  striking  the  key.  If  the  teacher  explains  and 
illustrates  how  one  key  must  necessarily  get  back  to  its 
proper  position  before  the  next  is  struck,  the  importance  of 
finger  release  will  be  quickly  appreciated  by  the  student. 
The  key  should  never  be  held  until  the  reaction  of  the  mech- 
anism is  felt.    The  proper  stroke  is  a  light  tap,  not  a  "push." 


48    TEACHERS'  MANUAL  OF  RATIONAL  TYPEWRITING 

The  slight  difference  in  length  of  strokes  on  different  ma- 
chines should  be  taken  into  consideration  in  teaching  touch. 
In  the  first  few  lessons,  drills  can  be  given  in  touch  in  this 
way:  Have  the  student  place  his  hands  on  the  home  row 
of  keys  and  practice  striking  the  letters  "asdfghjkl"  in  ro- 
tation. These  movements  should  be  executed  in  even  time, 
care  being  exercir.ed  to  give  the  same  power  to  each  stroke. 
The  teacher  should  watch  carefully  to  see  that  the  fingers 
are  being  lifted  promptly,  but  not  any  higher  than  is  neces- 
sary to  let  the  key  resume  its  normal  position.  The  fingers 
should  remain  as  close  to  the  keys  as  possible.  One  advan- 
tage of  this  is  that  it  will  tend  naturally  to  give  students  a 
light  touch,  as  in  this  position  it  will  be  difficult  to  strike 
with  a  heavy  blow.  Heavy  touch  is  usually  the  result  of 
lifting  the  fingers  too  high  from  the  keys,  or  from  attempt- 
ing "speed"  before  resiliency  of  finger  action  has  become 
automatic. 

Learning  the  Keyboard:  The  keyboard  can  be  taught 
more  effectively  by  finger  sections  than  in  any  other  way. 
Many  teachers  advocate  learning  the  entire  keybojird  before 
any  writing  at  all  is  done,  but  this  tends  to  discourage  the 
student  at  the  very  start.  The  average  young  person  wants 
action — not  theory. 

There  is  a  decided  advantage  in  teaching  the  keyboard  in 
finger  sections  because  the  student  learns  easily  to  associate 
certain  letters  with  certain  fingers,  and  this  simplifies  the 
matter  of  correct  fingering.  The  charts  in  Rational  Tj'pe- 
writing  are  designed  on  this  principle. 

The  method  of  approach  in  learning  any  section  of  the 
keyboard  is  to  start  from  the  guide  keys  on  the  home 
row.  In  starting  with  the  home  row,  consider  first  the 
positions  of  the  guide  keys,  "a"  and  the  semicolon.  After 
the  learner  has  fixated  these,  has  had  an  o])port  unity  to 
place  his  hands  in  the  proper  position,  and  has  accustomed 


THE  TECHNIQUE  OF  TYPEWRITING  49 

himself  somewhat  to  the  "feel"  (motor  tactual  image)  of 
this  position,  practice  in  taking  the  hands  off  the  keyboard 
and  returning  them  should  be  required  until  proficiency  is 
acquired.  The  work  may  be  begun  by  having  him  feel  along 
the  home  row,  right-hand  division,  until  he  comes  to  the 
third  key  from  the  guide  key  which  is  the  letter  "j."  The 
teacher  can  utilize  a  wall  chart  to  assist  the  student  in  this. 
As  soon  as  the  student  has  found  this  key  let  him  strike  it  a 
few  times,  mentally  measuring  the  distance  from  the  guide 
key  each  time,  and  at  the  same  time  associating  the  loca- 
tion of  the  key  with  the  letter.  Let  the  student  take  his 
hands  from  the  keyboard  and  replace  them,  finding  the  de- 
sired key.  The  method  should  then  be  developed  by  hav- 
ing the  student  find  "h."  When  the  location  of  the  four 
keys  on  the  home  row  has  been  well  fixated  and  sufficient 
practice  has  been  obtained  in  finding  the  key  in  different 
letter  combinations,  the  next  step  is  to  find  the  letter  "u" 
from  "j,"  then  "y"  from  "h."  The  operation  then  can 
be  transferred  from  the  one  side  of  the  keyboard  to  the 
other,  and  the  whole  central  section  developed  in  this 
way. 

The  memorizing  of  the  keyboard  can  best  be  accomplished 
by  associating  it  with  the  "reach"  in  actual  writing.  This 
gives  an  activity  to  the  work  that  relieves  it  of  monotony. 
This  work  should  be  supplemented  by  chart  work.  The 
teacher  can  point  to  the  different  positions  on  the  chart,  ask- 
ing the  student  to  name  the  key.  It  would  be  well  to  in- 
struct him  to  try  at  the  same  time  to  go  through  the  men- 
tal movements  of  striking  the  key.  As  a  test  of  the  stu- 
dent's ability  to  recall  the  exact  location  of  each  key,  a  dia- 
gram of  the  various  divisions  of  the  keyboard  may  be  re- 
quired, but  this  exercise  is  of  little  value  otherwise. 

The  method  outlined  above  can  be  used  in  developing  a 
knowledge  of  the  other  finger  divisions. 


50     TEACHERS'  MANUAL  OF  RATIONAL  TYPEWRITLNG 

The  work  on  the  memorizing  of  the  keyboard  should  not 
be  discontinued  until  the  teacher  is  positive  that  every  stu- 
dent knows  the  exact  location  of  each  key,  the  finger  with 
which  it  is  struck,  and  has  ac(|uired  the  ability  to  find  the 
key  instantly.  It  cannot  be  said  that  the  keyboard  has 
been  memorized  until  the  mere  sight  of  a  letter  starts  the 
proper  letter-making  movements.  When  the  first  four  les- 
sons of  Rational  Typewriting  have  been  completed,  occa- 
sional drills  on  the  keyboard  should  be  used  to  keep  the  im- 
pression of  the  entire  keyboard  fresh  in  mind. 

Letter-making,  the  Five  Steps:  Dr.  William  Frederick 
Hook,  in  "The  Psychology  of  Skill  with  Special  Reference 
to  Its  Acquisition  in  Typewriting,"  gives  the  five  steps  in 
letter-making  as  follows: 

1.  Getting  the  copy  (that  is,  getting  in  mind  the  letter  to  be  written); 

2.  Spelling  the  letter,  or  fixating  it  in  the  copy; 
8.    Mentally  locating  the  corresponding  key; 

4.  Movement  required  for  reaching  the  key  with  the  proper  6nger; 

5.  Initiation  of  the  letter-making  movement. 

These  steps  must  be  gone  through  in  the  striking  of  every 
key,  and  particularly  in  the  early  stages.  As  skill  is  ac- 
quired by  the  student,  these  steps  become  automatic — are 
practically  merged  into  one  act — but  they  are  always  pres- 
ent. In  the  advanced  stages  of  typing,  the  letter-making 
steps  are  extended  to  sentences  and  even,  finally,  to  phras- 
ing as  it  is  known  in  shorthand  writing.  In  the  expert  stage 
the  mere  seeing  of  a  word  or  group  of  words  sets  up  the 
movements  necessary  to  execute  them. 

It  can  readily  be  seen  that  much  attention  should  be  giv- 
en to  the  technique  of  the  five  steps.  Training  in  the  early 
stages  to  develop  precision  in  the  execution  of  them  should 
be  carried  on  extensively. 


THE  TECHNIQUE  OF  TYPEWRITING  51 

There  are  many  influences  bearing  on  the  problem. 
Many  students  are  unable  to  spell  quickly  and  correctly 
even  when  the  word  is  before  their  eyes — owing,  it  may  be, 
to  previously  conceived  ideas  of  the  spelling  of  the  word, 
or  a  vague  notion  of  what  the  word  really  is.  The  ability 
to  see  clearly  and  quickly  is  also  often  absent  or  poorly 
developed. 

Mentally  locating  the  key  successfully  depends  upon  a 
thorough  knowledge  of  the  keyboard — its  complete  and 
positive  memorization.  The  movement  required  for  reach- 
ing the  key  should  be  analyzed  and  mastered.  This  feature 
is  far  more  extensive  in  scope  than  is  realized  by  most 
teachers.  When  it  is  understood  that  letters  occur  in  thou- 
sands of  combinations,  each  requiring  a  different  movement 
and  the  selection  of  the  correct  finger,  the  complexity  of  the 
problem  will  be  appreciated.  The  motor  impulse  necessary 
to  the  proper  initiation  of  the  correct  letter-making  move- 
ment depends  very  largely  upon  the  impression  the  copy 
has  made  upon  the  student's  mind.  Drill  in  concentration 
upon  the  details  of  execution  should  form  a  considerable 
part  of  the  training. 

The  "Warming-up"  Process:  It  is  psychologically  im- 
possible for  the  student  to  begin  where  he  left  off  in  his 
previous  period's  practice.  A  certain  amount  of  warming 
up  is  essential.  The  teacher  can  use  the  first  few  minutes 
of  his  recitation  to  marked  advantage  by  utilizing  them  in 
reviewing  to  some  extent  the  work  of  the  previous  recitation, 
in  the  repetition  work  of  waiting  familiar  words,  or  the  alpha- 
bet, or  sentences,  or  phrases,  or  whatever  may  have  formed  a 
definite  part  of  the  previous  period's  activities.  The  student 
thus  starts  with  something  with  which  he  is  more  or  less 
familiar,  and  his  success  in  accomplishing  it  gives  him  a  feel- 
ing of  confidence  in  attacking  new  problems. 


52     TEACHERS'   MANUAL  OF  RATIONAL  TYPEWRITLN'G 

The  Formation  of  Habits:  It  is  earnestly  recommended 
that  teachers  make  a  special  study  of  this  subject  from  the 
works  of  both  James  and  Judd,  particularly  the  chapters 
relating  to  motor  habits.  The  subject  is  also  treated  in  a 
valuable  and  interesting  way  in  "How  to  Teach"  by  George 
Drayton  Strayer  and  Naomi  Norsworthy  (the  Macmillan 
Company), 

Typewriting  is  merely  the  result  of  acquiring  certain  hab- 
its that  soon  become  automatic.  Bad  habits  are  just  as 
likely  to  be  acquired  as  good  habits.  The  teacher  must  be 
constantly  on  the  alert  to  detect  incorrect  methods  of  oper- 
ation before  they  have  become  habits.  It  is  axiomatic  that 
the  typist  should  never  be  allowed  to  do  a  thing  in  the 
wrong  way  if  it  is  humanly  possible  to  prevent  it.  Conse- 
quently, all  operations  of  the  machine  should  be  clearly  an- 
alyzed by  the  teacher  and  a  methcxl  worked  out  for  illus- 
trating these  to  the  student,  so  that  his  first  trials  will  be 
in  accordance  with  correct  technique  and  therefore  be  as 
successful  as  possible.  It  is  true  that  certain  habits — only 
temporary  in  nature — ^are  learned  at  the  beginning  which 
later  give  way  to  higher-order  habits  through  a  short-circuit- 
ing process.  As  an  illustration:  The  student  first  learns  to 
use  the  guide  keys  in  finding  the  letters.  Possibly  it  may  be 
necessary  for  him  actually  to  feel  his  way  to  the  desired  key 
in  certain  instances.  This  habit  gives  way  very  quickly  to 
finding  the  key ,  directly  from  the  guide  key  or  home  posi- 
tion; this  in  turn  gives  way,  as  the  student  acquires  confi- 
dence and  a  more  perfect  knowledge  of  the  location  of  the 
letters,  to  the  higher-order  habits  of  finding  one  key  direct- 
ly from  the  preceding  key,  and  so  on.  Thus  each  habit  be- 
comes a  step  in  the  progress.  If  the  student  were  allowed 
to  use  his  eyes  in  finding  the  keys,  these  preliminary  steps 
would,  in  a  measure,  become  unnecessary;  but  in  the  end  he 
would  have  to  depend  upon  his  sight  for  all  writing.     With 


THE  TECHNIQUE  OF  TYPEWRITING  53 

the  "touch"  method  he  proceeds  gradually  from  the  known 
to  the  unknown.  Personal  supervision  of  the  teacher  is  es- 
sential in  all  the  early  stages  of  typing.  The  steps  in  learn- 
ing the  technique  of  keyboard  operation  briefly  are: 

First,  learning  the  theory  of  the  correct  method; 

Second,  fixating  the  letter  location; 

Third,  initiating  the  movement; 

Fourth,  practicing  the  movement  until  automatism  is  acquired. 

Deliberation — Certainty:  In  the  early  stages  of  the  work 
and  until  the  student  has  acquired  confidence  in  his  ability 
quickly  to  locate  keys,  deliberation  in  all  steps  is  essential. 
Accurate  control  of  nerves  and  hand  demands  this.  Conse- 
quently the  student  should  not  be  hurried;  he  should  be 
given  time  to  think  out  the  position  of  the  letters  he  is  to 
strike,  but  "feeling"  around  more  or  less  aimlessly  for  the 
letter  should  be  discouraged.  Deliberation  and  certainty 
are  necessary  to  prevent  the  acquirement  of  incorrect 
habits.  If  too  much  speed  is  attempted,  the  student  will 
lose  control  of  his  fingers  and  they  will  stagger  around  over 
the  keyboard  discharging  nervous  energy  without  accom- 
plishing anything. 

Accelerating  Finger  Action:  Exercises  for  developing 
quickness  in  fingers,  if  worked  into  the  form  of  competition, 
can-  be  made  very  effective.  Such  exercises  generally  are 
composed  of  combinations  of  letters  which  tend  to  give  the 
student  power  in  handling  the  commonly  recurring  fre- 
quencies of  letters.  This  can  be  utilized  in  connection  with 
the  speed  drills  mentioned  in  "Teaching  Methods." 

Practice  away  from  the  Machine:  This  is  a  form  of 
exercise  which  may  be  made  to  yield  excellent  results  and  it 
also  stimulates  an  interest  in  the  work  from  a  different  an- 


54     TEACHERS'   MANLAL  OF  RATIONAL  TYPEWRITING 

gle.  It  can  only  be  used,  however,  after  the  student  has  vis- 
ualized the  keyboard  fairly  well.  It  consists  in  simply  lo- 
cating mentally  the  positions  of  keys  while  reading  and 
going  through  the  mental  process  of  striking  them.  Stu- 
dents generally  reach  a  stage  when  this  kind  of  practice 
comes  involuntarily.  They  find  themselves  spelling  out  on 
an  imaginary  keyboard  the  advertising  signs  they  .see  in 
cars,  the  signs  on  the  street,  the  headlines  of  newspapers, 
etc. 

Harold  Bauer,  the  celebrated  pianist,  in  speaking  of  the 
grind  of  practice  which  many  pupils  think  essential  to  the 
development  of  piano  technique,  said  in  an  interview: 

I  have  found  in  my  own  experience  that  it  is  absolutely  unnecessary. 
I  was  a  violinist  first,  as  you  know,  and  the  career  of  a  pianist  was,  in  a 
way,  forced  upon  me  after  I  was  grown  up.  But  I  have  never  regretted  the 
time  spent  with  the  violin — it  taught  me  how  to  practice. 

When  I  realized  that  I  was  to  become  a  pianist,  I  held  a  consultation 
with  myself.  I  had  practically  no  piano  technique,  and  I  realized  that  I  had 
not  time  to  go  through  years  of  merely  mechanical  work,  s()  the  question 
was.  How  to  achieve  the  best  results  in  a  limited  time?  .\nd  in  working 
out  the  solution  of  the  problem  I  found  that  properly  directe<l  mental  work 
away  from  the  instrument  reduced  the  amount  of  necessary  mechanical 
practicing  to  a  minimum. 

I  made  out  my  programs  and  picked  out  of  every  composition  the 
passages  that  offered  me  the  greatest  difficulties.  Upon  analyzing  these,  I 
found  that  in  every  such  passage  there  was  one  special  sticking  point,  and 
that  when  once  the  right  position  of  the  hand  for  it  was  decided  up«>n,  all 
the  rest  of  the  passage  was  simplified. 

This  theory  I  have  applied  in  my  teaching  with  excellent  results.  An- 
alyze the  passage  that  setMUs  to  bristle  with  difficulties,  pick  out  the  most 
difficult  spot — there  is  always  <me  particularly  refractory  measure  on 
which  everything  else  hinges;  master  it,  and  the  posit icm  of  the  hand  then 
practically  determines  the  position  of  the  hand  for  the  whole  passage.  I 
encourage  my  pupils  to  do  as  much  work  as  possible  away  from  the  instru- 
ment, though  of  course  that  depends  largely  upon  the  student's  capacity 
for  mental  concentration. — Mitniciaii,  .^'ptember,  19()S. 


THE  TECHNIQUE  OF  TYPEWRITING  55 

Gymnastics:  Finger  gymnastics  can  be  used  with  great 
advantage  because  of  their  interest  value.  They  undoubt- 
edly have  some  value  in  helping  students  to  make  their 
hands  and  fingers  more  flexible.  They  will  appeal  to 
the  student  because  he  will  be  able  to  see  at  once  that  such 
exercises  may  have  a  bearing  on  the  question  of  effective 
keyboard  manipulation.  The  following  exercises  to  be 
practiced  away  from  the  machine  are  especially  beneficial: 

1.  Hold  the  hands  as  if  over  the  keyboard;  completely 
relax  from  the  wrists,  and  exercise  by  moving  the  hands  up 
and  down,  or  around.  Aim:  To  give -the  hands  flexibility 
and  relieve  muscular  stiffness.  Relaxation  is  very  impor- 
tant. 

2.  Place  the  hands  on  a  table  or  other  flat  surface,  move 
the  hands  up  and  down  with  the  wrists  stationary. 

3.  Place  the  wrists  on  a  table,  with  the  fingers  curved  to- 
ward the  surface  so  that  all  fingers  touch  the  table  as  in 
writing  on  the  machine,  move  the  fingers  up  and  down,  al- 
ternately 1,  3,  2,  4,  and  in  other  combinations,  as  in  strik- 
ing the  keys.  Keep  all  fingers  on  the  table  that  are  not  per- 
forming the  exercise.  Aim:  To  give  independent  finger 
control. 

4.  Place  the  hands  flat  on  the  table  with  the  fingers  close 
together.  Spread  the  fingers  as  far  apart  as  possible.  Re- 
turn to  first  position.  Repeat  the  exercise  with  the  hands 
off  the  table.  Repeat  one  finger  at  a  time.  Aim:  Finger 
control. 

5.  With  the  hands  open,  palms  upward  and  fingers  ex- 
tended, draw  the  fingers  one  at  a  time  to  the  palm  of  the 
hand.  Repeat  in  different  orders.  Repeat  with  palms 
turned  downward.    Aim:    Finger  control. 

6.  With  the  left  hand  open,  grasp  the  fingers  of  the  left 
hand  with  the  right  hand,  the  thumb  extended  on  the  back 
of  the  knuckles,  bend  the  fingers  of  the  left  hand  back  as 


56     TEACHERS'   MANUAL  OF  RATIONAL  TYPEWRITLN'G 

far  as  they  will  go.  Resist  the  effort  to  bend  the  left  hand 
back.  Repeat.  Repeat  the  exercise  for  the  right  hand. 
Aim :    Strengthening  the  fingers. 

7.  With  the  forearms  extended  as  in  writing,  move  the 
hands  up  and  down,  using  the  wrists  as  a  hinge.  Aim:  To 
strengthen  the  wrists. 

8.  With  the  hands  placed  as  indicated  in  No.  3,  raise  the 
third  finger  up  and  down  as  in  tapping  a  key.  Aim:  To 
cultivate  control  of  third  finger. 

9.  Practice  No.  8  for  the  fourth  fingers. 

The  following  exercises  are  to  be  practiced  upon  the  type- 
writer : 

1.  With  hands  in  proper  position  for  writing,  practice  the 
following  combinations:  asdfg,  hjkl;,  gfdsa,  ;lkjh,  asdfg, 
hjkl;,  gfdsa,  ;lkjh,  asdfg,  hjkl;,  gfdsa,  ;lkjh,  asdfg,  hjkl;, 
gfdsa,  ;lkjh,  asdfg,  hjkl;,  gfdsii,  ;lkjh,  asdfg,  hjkl;,  gfdsa,  ;lkjh. 

2.  Practice  the  same  exercise  on  each  bank  of  keys,  re- 
turning to  home  position  after  each  line.     Aim:    Warming 

up. 

3.  With  hands  in  writing  position,  practice  moving  each 
finger  in  turn  from  home  row  to  upper  and  lower  banks  of 
keys,  using  various  combinations;  as,  de,  ed,  ec,  ce,  in,  no, 
mn,  f r,  se,  rs,  ex,  fe,  ef ,  ol,  lo,  im,  mi,  etc.  Aim :  To  develop 
ability  to  reach  various  banks  quickly  and  accurately. 

4.  Practice  moving  fingers  from  given  letters  to  figures. 
Combine  upper  letter  bank  with  figure;  as,  w2,  eS,  r4,  15, 
etc.     Aim :   Location. 

5.  Practice  making  figure  reaches  from  home  position; 
also  from  lower  bank;  as,  4x,  c3,  etc.    Aim:    Same  as  four. 

It  should  be  clearly  understood  that  calisthenics  or  fin- 
ger gymnastics  can  never  take  the  place  of  actual  writing. 
Their  interest  value  is  perhaps  of  more  importance  than 
any  intrinsic  value  that  may  attach  to  thcni.  The  expert 
typists  are  practically  in  agrcoiiuMit   that  the  hrst  practice  is 


THE  TECHNIQUE   OF  TYPEWRITING  57 

the  practice  that  is  done  on  the  machine.  The  exercises  sug- 
gested in  the  foregoing  are  useful  only  as  auxiliaries  to 
work  on  the  machine.  They  have  the  advantage  of  being 
susceptible  to  practice  away  from  the  machine.  Any  use  of 
the  fingers  that  simulates  the  work  on  the  machine  is  useful 
and  has  an  influence  on  the  student's  progress  and  ultimate 
success. 

The  Remington  Self-starter:  The  Self-starter  should  be 
thoroughly  studied  and  the  use  of  it  established  as  early 
in  the  practice  as  possible.  It  is  a  valuable  time-saver  in 
correspondence.  The  Remington  Typewriter  Company 
has  established  certain  standard  settings  for  the  Self-starter 
illustrated  on  page  43  of  both  the  Revised  and  Medal  of 
Honor  Editions  of  Rational  Typewriting.  For  all  practical 
purposes  these  settings  can  be  used  in  the  majority  of  cases. 
The  Self-starter  rack,  however,  has  two  scales,  thus  providing 
for  two  different  settings.  This  gives  the  typist  greater 
scope  in  the  arrangement  of  letters  of  varying  length.  A 
little  study  on  the  part  of  the  teacher  devoted  to  the  stand - 
ization  of  forms  will  enable  him  to  work  out  settings  that 
hardly  ever  need  be  changed. 

In  the  business  correspondence  material  submitted  in 
Rational  Typewriting,  both  editions,  there  is  great  variety 
in  the  length  and  arrangement  of  letters  owing  to  the  fact 
that  these  letters  cover  a  wide  range  of  subjects  in  different 
lines  of  business.  In  any  one  line  of  business  this  difference 
in  length  is  not  likely  to  be  found.  Consequently  the  use 
of  the  Self-starter  in  the  business  office  will  be  found  easier 
to  handle.  On  the  other  hand,  the  extensive  use  of  the  Self- 
starter  required  by  the  letters  in  the  Rational  text  will  fur- 
nish the  student  a  training  that  he  would  not  otherwise  get, 
and  give  him  a  technical  skill  in  the  use  of  it  that  will  be  of 
immense  value  in  his  later  practice.     It  is  important  that 


58    TEACHERS'  MANUAL  OF  RATIONAL  TYPEWRITLNG 

the  teacher  emphasize  the  value  of  the  Self-starter  and  see 
that  students  use  it  in  all  letter  writing.  The  use  of  time- 
saving  devices  like  this  should  not  be  postponed  until  later 
in  the  work.  The  operation  of  such  devices  is  merely  a 
matter  of  habit;  right  habits  should  be  thoroughly  estab- 
lished at  the  start. 

It  is  recommended  that  the  teacher  secure  a  copy  of  the 
instructions  issued  by  the  Remington  Company  for  the  use 
of  the  Self-starter.  The  subject  is  also  covered  in  the  Rii- 
tional  Typewriting  texts. 

Touch  Operation  of  the  Self-starter:  It  is  important  to 
note  that  the  Self-starter  ojjerates  both  forward  and  back- 
ward. The  keys  should  be  operated  by  touch  and  entirely 
with  the  fingers  of  the  left  hand  so  that  the  operation  of  the 
Self-starter  keys  can  be  carried  on  simultaneously  with  the 
return  of  the  carriage.  The  following  is  the  simplest  and  best 
method  so  far  devised  for  operating  the  Self-starter  by 
touch : 

As  the  right  hand  is  moved  to  the  line-spacing  lever,  the 
left  hand  should  be  moved  upward  and  the  fingers  placed  in 
position  on  the  red  Self-starter  keys,  the  little  finger  resting 
on  the  first  key  (marked  "1  Tab.  Street"),  the  third  finger 
on  key  2,  the  second  finger  on  key  3  and  the  first  finger  on 
key  4.  The  first  key  ("1  Tab.  Street")  is  operated  by  the 
little  (4th)  finger;  key  2  with  the  third  finger;  key  3  with 
the  second  finger;  keys  4  and  5  with  the  first  finger.  The 
Self-starter  keys  should  be  depressed  firmly — not  struck 
with  the  staccato  blow  used  on  other  keys,  and  should  not 
be  released  until  the  carriage  has  stoppetl  at  the  right  place. 
Both  hands  can  then  be  returned  to  the  keyboard  simul- 
taneously. 

The  student  should  practice  moving  his  left  hand  from 
the  keyboard  up  to  the  Self-starter  keyl)oard  until  the  ct>r- 


THE  TECHNIQUE  OF  TYPEWRITING  59 

rect  reach  is  firmly  established.  There  should  be  no  neces- 
sity for  looking  to  find  the  Self-starter  keys  any  more  than 
there  is  for  finding  the  figure  keys. 

The  Underwood  Tabulator :  The  tabulator  on  the  Under- 
wood Typewriter  performs  the  same  function  as  the  Self- 
starter  on  the  Remington,  except  that  there  is  but  one  key 
and  it  is  necessary  to  depress  this  for  each  stop.  The  opera- 
tion of  this  device  is  covered  on  page  44  of  the  Revised 
Edition  and  page  43  of  the  Medal  of  Honor  Edition.  The 
teacher  is  referred  to  these  for  further  information. 


ECONOMY  OF  MOVEMENT  IN  TYPEWRITING 
By  Rupert  P.  SoRelie  in  the  "  Gregg  Writer  " 

Have  you  ever  made  a  scientific  study  of  your  eflSciency 
as  a  typist?  Pro})ably  not.  But  it  is  worth  your  serious 
consideration. 

The  measure  of  your  efficiency  is  not  determined  by  the 
amount  of  effort  you  actually  use  in  writing  a  given  number 
of  words,  but  by  the  effort  actually  required.  All  that  is 
used  above  the  actual  requirement  is  absolute  waste — not 
only  waste  of  effort,  but  waste  of  time. 

"To  Mr.  Frank  B.  Gilbreth,  distinguished  for  his  'motion 
studies,'  when  he  was  in  England,  was  pK>inted  out  a  girl 
putting  labels  on  boxes  with  what  looked  like  marvelous 
speed.  He  took  out  his  stop-watch  and  timed  her.  She  was 
supposed  to  be  the  fastest  known  girl  at  this  work.  He 
noticed  that,  although  all  of  her  motions  were  fast,  about 
half  of  them  were  needless.  He  suggested  a  different  method, 
and  the  second  time  she  tried  it  she  did  twice  as  many  boxes 
in  a  given  length  of  time,  to  her  surprise,  as  she  thought  she 
was  not  going  as  fast." 

When  I  read  this  paragraph  in  Collier^ s  recently  it  brought 
to  my  mind  some  studies  I  had  made,  a  year  or  so  ago,  of 
the  movements  used  in  typewriting.  What  is  true  of  this 
girl  in  her  work  of  pasting  labels  on  boxes,  is  equally  true  of 
thousands  of  typists  who  cannot  get  speed. 

Some  time  ago  a  typist  complained  to  me  that  he  couldn't 
get  speed,  no  matter  how  hard  he  tried.  I  asked  him  to 
write  for  me.  He  consented.  I  gave  him  fiftetMi  minutes' 
copying  to  do,  and  promptly  went  about  my  business.  He 
thought  I  was  going  to  "time"  him  to  sec  how  rapidly  he 

60 


THE  TECHNIQUE  OF  TYPEWRITING  61 

could  write;  what  I  wanted  was  to  see  him  write  without  his 
being  actually  conscious  of  it.  In  a  few  minutes  he  settled 
down  to  business,  and  I  then  surreptitiously  kept  my  weather 
eye  open  for  his  troubles. 

Here  are  some  of  the  things  he  did : 

In  returning  the  carriage  he  used  both  hands,  thus  making 
it  necessary  to  return  both  to  the  keyboard  every  time. 

At  the  end  of  a  sentence  he  would  depress  the  shift-key, 
strike  the  period,  release  the  shift-key,  strike  the  space  bar 
twice,  then  depress  the  shift-key  again  and  strike  the  capi- 
tal. 

In  shifting  he  drew  his  whole  hand  down  to  the  lower  bank 
of  keys,  instead  of  merely  dropping  the  little  finger  to  the 
shift-key  and  maintaining  correct  hand  position. 

To  indent  for  paragraphs  he  would  return  the  carriage  and 
space  five  times  with  the  thumb,  instead  of  using  the 
Self-starter  or  tabulator  key. 

He  had  so  little  independent  finger  control  that  practically 
all  the  fingers  did  the  work  on  each  stroke.  That  is,  when  he 
would  strike  "b,"  for  example,  the  second,  third  and  fourth 
fingers  of  that  hand  would  fly  up  into  the  air,  and  naturally 
had  to  be  brought  down  again.  He  also  raised  his  fingers 
about  twice  as  high  above  the  keys  as  was  actually  necessary. 

He  kept  continually  glancing  at  the  machine  instead  of 
keeping  his  eyes  glued  on  the  copy.  He  kept  changing  his 
position  in  the  chair.  On  coming  to  any  infrequent  character 
he  had  to  shift  his  gaze  to  the  machine  to  find  the  character. 
In  making  the  reach  from  "c"  to  "t,"  or  from  "m"  to  "y>" 
or  in  other  combinations  where  the  finger  had  to  travel  over 
one  bank  of  keys,  his  finger  took  a  roundabout,  rather 
uncertain  direction  instead  of  going  in  a  direct  line. 

But  this  is  sufficient  to  make  clear  the  point  I  wish  to 
emphasize.  A  large  number  of  the  movements  he  used  in 
writing  were  absolutely  wasted.    They  accomplished  nothing 


02     TEACHERS'   MANUAL  OF  RATIONAL  TYPEWRITLNG 

and  they  consumed  time. '  When  I  pointed  out  these  defects 
he  could  hardly  believe  it,  but  I  asked  him  to  write  slowly  and 
watch  for  himself.  The  force  of  habit  was  so  strong  that  he 
soon  acknowledged  that  what  I  said  was  perfectly  true.  By 
following  the  obvious  course  he  was  immediately  able  to 
increase  both  his  speed  and  his  accuracy.  He  could  not,  of 
course,  double  his  speed,  but  he  made  so  appreciable  a  gain 
that  he  was  encouraged  to  set  about  eliminating  all  false 
movements  in  his  writing.  In  another  test,  after  a  few  weeks' 
drill,  he  had  increased  his  speed  to  a  marvelous  degree. 

Analyze  your  own  style  of  writing.  Get  someone  to  watch 
you  for  a  time  each  day — someone  who  is  competent  to 
do  it — and  to  record  the  false  moves  you  make  in  writing. 
You  will  be  astonished  at  the  result.  Then  do  some  slow, 
deliberate  work  to  overcome  your  bad  habits — and  you  will 
l>e  astonished  again.  Reducing  the  number  of  movements 
necessarily  increases  the  speed. 


DETAILED   SUGGESTIONS  FOR  HANDLING  THE 
REVISED   EDITION 

The  revised  edition  is  designed  primarily  for  a  high  school 
course  of  from  one  and  a  half  to  two  years^  It  is  used,  how- 
ever, in  a  large  number  of  private  businesis  schools,  and 
owing  to  the  longer  periods  and  the  advantage  of  two  periods 
a  day  with  the  resulting  gain  that  comes  from  intensified 
work,  the  work  can  be  completed  in  from  six  to  eight  months. 
The  suggestions  given  here  apply  more  particularly  to  the 
one-and-a-half-year  course — fifty-four  weeks  in  a  high  school 
which  devotes  one  period  a  day  to  typewriting.  In  private 
schools  where  two  periods  a  day  are  given  to  the  subject, 
there  will  be  no  change  in  the  schedule,  but  it  can  be  carried 
out  in  half  the  time  indicated. 

Resume  of  Schedule :  The  usual  schedule  in  high  schools 
covers  a  period  of  forty  weeks  in  the  school  year,  but  since 
this  includes  the  Christmas  holidays,  the  Easter  vacation, 
and  other  holidays  there  are,  under  ordinary  circumstances, 
but  thirty-six  weeks  that  can  be  devoted  to  school  work. 

In  a  general  way  the  schedule  is  planned  on  the  following 
basis : 

The  Fingering  Technique,  embracing  lessons  one  to 
eighteen,  inclusive,  will  require  eighty  periods.  In  addi- 
tion to  this,  eight  reviews  of  one  period  each  and  four  month- 
ly tests  of  one  period  each  should  be  added,  making  a  total 
of  nineteen  weeks  devoted  to  the  subject. 

Speed  Studies:  It  is  recommended  that  "Speed  Studies" 
be  introduced  at  this  time  instead  of  "Business  Correspond- 
ence," and  that  six  weeks  be  devoted  to  this  work.     It  will 

63 


64     TEACHERS'   MANUAL  OF  RATION.\L  TYPEWRITING 

not  be  possible  to  finish  all  the  "Speed  Studies"  in  this  time, 
but  provision  is  made  later  on  for  completing  this  work  in  the 
bcf^inning  of  the  third  semester  in  high  schools. 

Business  Correspondence :  Forty-seven  periods  will  be  re- 
quired to  complete  the  work  on  the  "Business  Correspond- 
ence" section.  In  addition  to  this  eight  periods  will  be 
devoted  to  reviews  and  tests.  A  review  or  test  should  be 
given  at  the  end  of  the  first  two  weeks  and  one  each  week 
thereafter.  The  total  time  required  for  this  section  will  be 
eleven  weeks,  making  a  total  for  all  three  sections  of  thirty- 
six  weeks. 


SCHEDULE  FOR  REVISED   EDITION 

PART  I 

(The  general  reviews  and  tests  provided  in  the  r^sum4 
are  to  be  introduced  at  regular  intervals.  The  reviews  indi- 
cated in  the  schedule  are  to  be  conducted  quickly,  not  more 
than  five  minutes  being  devoted  to  the  subject.) 

FIRST   LESSON 

First  Period  The  first  period  should  begin  with  a  general  explanation 

of  the  typewriter  and  an  outline  of  the  method  of  oper- 
ation including  the  mechanical  features  that  are  neces- 
sary at  the  start.    The  steps  in  the  presentation  are: 

(a)  Position  at  the  machine  (see  page  5). 

(b)  Method  of  inserting  and  removing  the  pai>er. 

(c)  Spacing  for  a  new  line  and  returning  the  carriage. 

(d)  Releasing  the  carriage. 

(e)  The  position  of  the  hands  and  arms. 

(f)  General  explanation  of  the  keyboard  (see  charts  on 

page  4  Rev.  Ed.). 

(g)  Touch  and  fingering  (see  page  6  Rev.  Ed.). 


OUTLINE  FOR  REVISED  EDITION 


65 


(h)    The  central  division  of  the  keyboard. 

(i)     "How  to  Begin"  (see  pages  6  and  7). 

(j)  Enough  preliminary  work  should  be  given  to  satisfy 
the  student's  desire  to  write  something,  as  he 
would  feel  that  he  had  made  no  progress  unless 
he  had  done  so.  This  work  will  include  the  first 
exercise  on  page  9. 

Second  Period  (a)  Review  previous  lesson.  Drill  on  the  central  division 
of  the  keyboard,  particular  attention  being  given 
to  making  reaches,  the  general  method  of  opera- 
tion, and  memorizing  the  keys  in  the  central  divi- 
sion with  relation  to  the  guide  keys. 

(b)  Drill  on  locating  individual  keys  in  the  central  divi- 

sion. 

(c)  Second  exercise.     The  teacher  should  supervise  the 

practice  work  closely. 

Third  Period         (a)    Review  previous  lesson,  as  outlined,  devoting  some 
time  to  keyboard  drills  and  memorizing  location 
and  reaches, 
(b)   Third  exercise.     The  teacher  should  supervise  the 
practice  work  closely. 


Fourth  Period 


(a) 
(b) 

(e) 


Review  previous  work. 

Test  student's  knowledge  of  the  keyboard  and  give  a 
drill  in  locating  the  keys  and  making  reaches. 

Drill  on  writing  such  sentences  as  the  following,  omit- 
ting capitals  and  periods,  filling  up  one  line  of  each 
sentence: 


(d) 


1.   Try  my  gun. 

5.   Hunt  my  funny  jug. 

2.    Buy  my  ruby  rug. 

6.    Thy  untruth  hurt. 

3.    Try  my  hymn. 

7.   Hug  truth  but  bury 

4.    Hugh  burnt  my 

untruth. 

fur  muff. 

8.   Hugh  burnt  my 

mummy. 

Concentration    exercise    on 

writing    the    individual 

words  as  dictated. 

68     TEACHERS'   MANUAL  OF  RATIONAL  TYPEVVRITLNG 


First  Period, 


Second  Period 


Third  Period 


Fourth  Period 


Fifth  Period 


(a) 


(b) 

(e) 

(a) 
(b) 
(c) 

(b) 

(a) 
(b) 

(a) 
(b) 


SECOND    LESSON 

Review  mechanical  features  of  the  machine  and  ex- 
plain the  new  ones,  securing  sufficient  drill  to  l)e 
sure  that  the  student  fully  understands  their  opera- 
tion. 

Explanation  of  the  new  section  of  the  keyboard  with 
memory  drills  on  new  letter  locations. 

First  exercise. 

Review  first  period's  work. 
Assign  second  exercise. 
Concentration  exercises. 

Review  and  tlrills. 
Third  exercise. 

Review  and  drills. 

"Supplementary  Exercise"  (page  10). 

Review  and  drills. 

"Words  of  High  Frequency"  (pagi*  10). 


THIRD   LESSON 

First  Period  (a)  Explanation  of  features  of  machine. 

(b)  Drill  on  new  section  of  keyboard,  and  drill  on  mem:. 
rizing. 

Second  Period      (a)  Review  and  keyboard  drill. 

(b)  Second  exercise. 

Third  Period         (a)  Review  and  keyboard  drill, 

(b)  Third  exercise. 

Fourth  Period       (a)  Review  and  kcylK)ard  drill. 

(b)  "Special  Third  Finger  Practice"  (page  12). 

Fifth  Period  (a)  Review  and  drill. 

(b)  "Supplementary  Exercise"  (page  18). 

Sixth  Period         (a)  Review  and  drill. 

(b)  "  W«)rds  of  High  Frequency"  (page  1«). 


OUTLINE  FOR  REVISED   EDITION 


67 


First  Period 


Second  Period 


Third  Period 


Fourth  Period 


Fifth  Period 


FOURTH   LESSON 

(a)  Review  mechanical  features  of  machine;  take  up  new 

ones. 

(b)  Explain  new  section  of  keyboard  and  drill  on  memo- 

rizing and  locating  letters. 

(c)  First  exercise. 

(a)  Review. 

(b)  Second  exercise. 

(a)  Review. 

(b)  Third  exercise. 

(a)  Review. 

(b)  "Supplementary  Exercise"  (page  14). 

(a)  Review  and  drill. 

(b)  "Words  of  High  Frequency"  (page  14). 

(c)  Concentration  drill. 


FIFTH    LESSON 

First  Period  (a)    Review  and  drill.    The  keyboard  should  be  thorough- 

ly memorized  by  this  time.  It  v.ould  be  well  for 
the  teacher  to  test  the  students"  knowledge  of  the 
keyboard  and  assign  special  practice  for  those  not 
able  to  locate  the  keys  quickly  and  accurately. 

(b)  Explain  capital  letters,  and  drill  (page  16). 

(c)  First  exercise. 

Second  Period      (a)    Review  and  drill. 
(b)    Second  exercise. 

Third  Period         (a)    Review  and  drill. 
(b)    Third  exercise. 

Fourth  Period       (a)    Review. 

(b)    "Supplementary  Exercise"  (page  16). 

Fifth  Period  (a)    Review. 

(b)    "Words  of  High  Frequency"  (page  16). 


68     TEACHERS'   MANUAL  OF  RATIONAL  TYPEWRITING 

SIZTH    LESSON 

First  Period  (a)    Review  keyboard, 

(b)    First  exercise. 

Second  Period      (a)    Review  and  concentration  drill. 
(b)    Second  exercise. 

Third  Period         (a)    Review. 

(b)    Third  exercise. 

Fourth  Period       (a)    Review. 

(1>)    "Supplementary  Exercise"  (page  13). 

Fifth  Period  (i)    Review. 

(I))    "Words  of  High  Frequency"  (page  18). 


SEVENTH    LESSON 

First  Period  (a)    Explanation  of  finf;cring  on  fiirurf  k'-y 

eating  and  memorizing. 
(b)    First  exercise. 

Second  Period      (a)    Review  and  drill  on  figures. 
(b)   Second  exercise. 

Third  Period         (a)    Re\new. 

(b)    Third  exercise. 

Fourth  Period       (a)    Review  and  drill  on  figures. 

(b)    "Words  of  High  Frequency"  (page  20). 

Fifth  Period  (a)    Review  of  first  exercise. 

(b)    Study  "Numerals"  (page  20). 


dri!I<  in  lo- 


EIGHTH   LESSON 

First  Period  (a)    Review  figure  keyboard  and  making  reaches. 

(b)  Take  up  new  characters,  drill  on  memorizing  loca- 

tions with  relation  to  figures  and  other  keys. 

(c)  First  exercise. 

Second  Period      (a)    Review  of  first  exercise. 
(b)    Sivond  exorcise. 

Third  Period         (a)    Review  of  second  exercise  and  characters. 
(b)    Third  exorcise. 


Fourth  Period 


Fifth  Period 


OUTLINE  FOR  REVISED   EDITION 

(a)  Review. 

(b)  "Words  of  High  Frequency"  (page  22). 

(a)  Review  of  entire  lesson. 

(b)  Study  "Numerals." 


69 


NINTH    LESSON 

First  Period  (a)    Review. 

(b)    First  exercise. 

Second  Period      (a)    Review. 

(b)    Second  exercise. 

Third  Period         (a)    Review. 

(b)    Third  exercise. 

Fourth  Period       (a)    Review. 

(b)    "Words  of  High  Frequency"  (page  24). 

Fifth  Period  (a)    Review  of  entire  lesson. 

(b)    Study  "Spacing  after  Punctuation  Marks"  (page  24). 


First  Period 


Second  Period 


TENTH    LESSON 

(a)  Review  of  figures  and  special  characters. 

(b)  First  exercise. 


(a)  Review. 

(b)  Second  exercise. 

Third  Period         (a)  Review. 

(b)  Third  exercise. 

Fourth  Period       (a)  Review. 

(b)  Fourth  exercise. 

Fifth  Period  (a)  Review  of  entire  lesson. 

(b)  "Words  of  High  Frequency"  (page  26). 

(c)  "Things  You  Ought  to  Know. "  * 

*  It  is  not  expected  that  all  students  will  write  this;  it  is  assigned  for  study  and  quiz. 


70     TEACHERS'   MANUAL  OF  RATIONAL  TYPEWRITING 


First  Period 


Second  Period 


Third  Period 


Fourth  Period 


Fifth  Period 


ELEVENTH   LESSON 

'a)  Review  figures  and  characters, 

b)  First  exercise. 

a)  Review. 

b)  Second  exercise. 

a)  Review. 

b)  Third  exercise. 

a)  Review. 

b)  Fourth  exercise. 

a)  Review  of  entire  lesson. 

b)  "Words  of  High  Frequency"  (page  28). 

c)  "Things  You  Ought  to  Know." 


TWELFTH    LESSON 

(See  instructions  for  twelfth  and  thirteenth  lessons,  page  30.) 

First  Period  (a)    Review. 

(b)    First  exercise. 

Second  Period      (a)    Review. 

(b)   Second  exercise. 

Third  Period         (a)    Review. 

(b)    Third  exercise. 

Fourth  Period       (a)    Review. 

(b)    Fourth  exercise. 

Fifth  Period  (a)    Review. 

(b)  "Words  of  High  Frequency"  (first  group,  page  30). 

(c)  "Things  You  Ought  to  Know"  (page  30). 


THIRTEENTH    LESSON 

Same  plan  ns  twelfth  lesson.     Five  |KTi«Hls  required.    Include  second  group 
of  "Words  of  High  Frotiuoncy"  (page  30). 


OUTLINE   FOR  REVISED   EDITION  71 

FOURTEENTH   LESSON 

(One  period  is  to  be  devoted  to  each  exercise  except  the  fourth,  which  may 

be  utilized  in  part  for  acceleration  drills.) 
First  Period  First  exercise. 

Second  Period  Second  exercise. 

Third  Period  Third  exercise. 

Fourth  Period  Fourth  exercise. 

Fifth  Period  First  group  of  "  Words  of  High  Frequency"  (page  33) . 

FIFTEENTH   LESSON 

(Three  periods  required.) 

Follow  the  same  plan  as  outlined  for  fourteenth  lesson  except  that  the 
"Words  of  High  Frequency"  on  page  33  will  be  assigned  for  the  lesson 
indicated.  It  is  planned  that  each  exercise  will  consume  the  time  of  one 
period.  That  is,  one  period  should  be  devoted  to  repeating  the  exercise 
as  many  times  as  possible. 

SIXTEENTH    LESSON 
(Three  periods  required.) 

SEVENTEENTH    LESSON 

(Two  periods  required;  there  will  be  sufficient  time  left  for  a  thorough  re- 
view.) 

EIGHTEENTH   LESSON 

(Two  periods  required;  there  will  be  sufficient  time  left  for  a  thorough  re- 
view.) 

The  Speed  Studies:  It  is  recommended  that  the  "Speed 
Studies,"  beginning  on  page  101,  be  introduced  at  this  time 
rather  than  to  plunge  the  student  into  the  arrangement  of 
business  letters.  The  "Speed  Studies"  are  intended  to  give 
the  student  a  good  working  speed  in  typing.  Under  ordi- 
nary circumstances  the  student  has  not  acquired  .sufficient 
speed  on  the  typewriter  at  this  time  to  undertake  the  business 


72     TEACHERS'   MANUAL  OF  RATIONAL  TYPEWRITLNG 

correspondence  section.  By  changing  the  plan  of  the  book 
and  introducing  "S[)eed  Studies,"  the  foundations  for  corre- 
spondence work  will  be  more  firmly  laid.  See  introduction 
to  and  "  Method  of  Preparing  Speed  Studies  "  given  on  page 
100  of  the  Revised  Edition. 

The  first  thirty-five  minutes  of  the  period  should  be  de- 
voted to  practicing  the  "Speed  Studies"  and  the  last  ten 
minutes  to  testing  the  student's  ability  in  writing. 

Six  weeks  are  to  be  devoted  to  the  subject  at  this  time. 
This  will  not  be  sufficient  time  to  complete  the  work  but 
provision  is  made  to  complete  this  work  at  the  beginning  of 
the  second  year's  work. 

PART  n 
INTRODUCTION  TO  BUSINESS   CORRESPONDENCE 

The  points  discussed  in  this  section  should  be  carefully 
gone  over  with  the  class  groups  and  the  introduction  as- 
signed for  home  study.  This  should  be  followed  by  a  dis- 
cussion of  the  points.  The  teacher  can  add  very  greatly  to 
his  explanation  by  utilizing  illustrations  placed  on  the  black- 
board, or  specimens  of  actual  letters  that  conform  to  good 
usage. 

The  subjects  of  "Manifolding,"  "Making  Inclosures," 
"Corrections  and  Erasures,"  should  be  discussed  with  the 
class  several  times  during  the  progress  of  the  work  on  busi- 
ness correspondence. 

Model  Letters:  Model  letters  .showing  the  various  ar- 
rangements are  presented  to  impress  upon  the  student  the 
correct  arrangement  of  these  forms  before  each  .section  is 
undertaken.  This  is  followed  by  constructive  work  to  de- 
velop the  student's  ability  to  arrange  matter  correctly. 
Those  points  should  be  brought  out  clearly  by  the  teacher 
before  the  work  on  "Business  Correspondence"  begins. 


OUTLINE   FOR  REVISED   EDITION  73 

The  model  letters  should  be  copied  before  beginning  the 
constructive  work.  Two  forms  of  each  are  given  to  deepen 
the  impression. 

It  is  not  thought  necessary  to  present,  in  correct  form,  all 
of  the  letters  given  in  the  constructive  exercises,  as  the 
teacher  from  studying  the  models  and  the  illustrations  given 
in  the  following  outline  will  have  already  gained  a  correct 
impression  of  the  arrangement  of  these  forms.  One  exercise 
only  is  shown  in  the  illustrations  to  give  the  correct  idea  of 
the  type  of  letters  occurring  in  the  constructive  exercises. 

Particular  attention  is  called  to  "Directions  for  Lessons 
Nineteen  to  Thirty-four,"  on  page  46. 

NINETEENTH  LESSON  (Five  periods) 
Require  copies  Models  I  and  II  and  one  each  of  the  five  exercises. 

TWENTIETH  LESSON  (Three  periods) 
On  this  and  lessons  21-31  inclusive,  follow  plan  for  Lesson  19. 

TWENTY-FIRST   LESSON  TWENTY-SIXTH   LESSON 

(Three  periods)  (Four  periods) 

TWENTY-SECOND   LESSON  TWENTY-SEVENTH   LESSON 

(Three  periods^  (Three  periods) 

TWENTY-THIRD   LESSON  TWENTY-EIGHTH   LESSON 
(Three  periods)  (Two  periods) 

TWENTY-FOURTH   LESSON  TWENTY-NINTH   LESSON 

(Four  periods)  (Two  periods) 

TWENTY-FIFTH   LESSON  THIRTIETH   LESSON 

(Two  periods)  (Two  periods) 

THIRTY-FIRST   LESSON  (Two  periods) 
THIRTY-SECOND    LESSON  (Three  periods) 

Discuss  telegrams  and  cablegrams  and  illustrate  with  forms  which  you 
have  already  prepared  on  regular  telegraphic  blanks.  These  should 
be  handed  around  to  the  class  for  inspection.  If  possible,  use  regular 
telegraphic  blanks  for  all  telegrams  and  cablegrams. 


74     TEACHERS'   MANUAL  OF  RATIONAL  TYPEWRITLNCi 

THIRTY-THIRD   LESSON  (Two  periods; 
Discuss  the  points  brought  out  in  the  instructions  on  page  88. 

THIRTY-FOURTH   LESSON  (Two  periods) 

It  is  important  that  clear  and  comprehensive  instructions  be  given  in 
connection  with  rough  drafts.  There  is  hardly  any  more  important 
or  compHcated  work  that  the  typist  is  caUed  upon  to  do.  Business 
men  in  revising  matter  that  they  have  written  do  not  always  indi- 
cate where  insertions  shouUl  go,  and  it  is  oftentimes  difficult  to 
understand  just  what  their  interlineations  mean. 

A  study  of  these  forms  will  show  the  student  some  of  the  difficulties 
he  may  expect  to  encounter.  The  student  should  first  read  the 
document  he  is  to  copy  very  carefully,  and,  if  necessary,  indicate  the 
punctuation  and  make  any  corrections  neces.sary  on  the  rough  draft 
before  beginning  to  copy  it.  He  .shfMild  understand  that  all  neces- 
sary corrections  are  to  be  made  whether  they  are  incorporated  in 
the  rough  draft  or  not.  He  must  be  encouraged  to  use  his  judgment 
constantly. 

THIRTY-FIFTH   LESSON  (Two  periods) 
Follow  the  suggestions  given  for  the  thirty-fourth  lesson. 

THIRTY-SIXTH   LESSON  (Two  periods) 

It  is  important  that  the  necessary  facts  in  connection  with  addressing 
envelopes  should  be  thoroughly  understood  by  the  student.  It  will 
be  well  for  the  teacher  to  review  the  "Self-starter"  and  "Tabulator," 
at  this  time,  as  the  use  of  these  devices  in  addressing  enveli)pes 
will  save  a  vast  amount  of  time,  especially  if  the  "stair  step"  mt^thod 
of  indentation  is  used — and  that  is  the  most  common  form.  Much 
time  can  be  saved  if  the  method  of  addressing  indicate<l  on  page  9* 
is  adopte«l.  Envelopes  of  various  sizes  should  Iv*  provitknl  by  the 
student  for  this  work. 


OUTLINE  FOR  REVISED  EDITION  75 


PART  III 

INTRODUCTION  TO   STUDIES  IN  THE  ACQUIREMENT 
OF  SPEED 

The  ''Speed  Studies" — ^Lessons  37-45  inclusive— have  been 
discussed  in  another  place. 

INTRODUCTION  TO  THE  PREPARATION  OF  MANUSCRIPTS 

The  introduction  should  be  studied  and  the  points  brought 
out  developed  by  the  teacher.  If  possible,  secure  various 
examples  of  this  kind  of  work  for  the  inspection  of  the  stu- 
dents.   It  will  arouse  interest  and  enthusiasm. 

FORTY-SIXTH   LESSON  (One  period) 

Copy  illustrations  I,  II,  III,  IV.  As  the  exercises  in  this  section  pre- 
sent no  difficulties  whatever,  and  as  the  student  should  have  a  good 
working  speed  by  this  time,  it  is  assumed  that  one  period  will  be 
sufficient  to  make  satisfactory  copies. 

FORTY-SEVENTH   LESSON  (One  period) 

Copy  illustrations,  V,  VI,  VII.  The  copy  in  the  Manual  can  be  fol- 
lowed to  the  letter. 

FORTY-EIGHTH   LESSON  (One  period) 
Exercises  1  and  2. 

FORTY-NINTH   LESSON  (Two  periods) 
Exercises  1,  2,  and  3. 

FIFTIETH   LESSON  (One  period) 
"Specification  for  Structural  Steel"  (2  pages). 

FIFTY-FIRST   LESSON  (One  period) 
"Constitution." 

FIFTY-SECOND    LESSON  (Two  periods) 
"Regents  Shorthand  and  Typewriting  Examination." 


76     TEACHERS'  MANUAL  OF  RATIONAL  TYPEWRITLNG 

FIFTY-THIRD   LESSON  (One  period) 
Exercises  1  and  i. 

FIFTY-FOURTH   LESSON  (Five  perioda) 

It  will  be  noted  that  the  following  articles  only  are  to  be  copied: 
Sections  33,  34,  35;  Section  43;  the  tabulation  entitled  "Statement 
made  by  the  Treasury  Department,"  page  139;  the  "Rough  Draft" 
on  page  140;  and  the  sections  on  "Penmanship,"  "Report  Writing," 
and  "Arithmetic,"  on  page  143. 


PART  IV 
INTRODUCTION  TO  TABULATION  AND  BILLING 

The  importance  of  ample  practice  in  tabulation  and  bill- 
ing is  often  underestimated  by  the  teacher.  Plenty  of  prac- 
tice in  this  work  will  be  found  in  this  section  of  the  Revised 
Rational  Typewriting  Manual.  The  teacher  should  discuss 
very  thoroughly  the  topics  mentioned  in  the  introduction 
and  utilize  the  blackboard  for  illustrations. 

Decimal  Tabulator:  It  is  recommended  that  the  teacher 
secure  a  copy  of  the  book  of  instructions  of  the  tabulator 
issued  by  the  typewriter  companies  where  he  will  find  other 
illustrations  of  the  use  of  the  tabulator.  The  subject,  how- 
ever, is  covered  quite  comprehensively  in  the  Revised 
Edition.  This  subject  could  profitably  be  left  until  the 
student  begins  his  work  in  Office  Training  later  in  the 
course. 

Billing:  If  the  teacher  has  a  knowledge  of  bookkeeping, 
he  will  be  able  to  make  much  clearer  this  phase  of  the  stu- 
dent's work.  In  lieu  of  this  he  can  consult  billing  clerks  who 
are  using  the  typewriter  for  this  purpose.  He  can  also  add  to 
his  information  by  securing  the  books  on  the  subject  issued 
by  the  typewriter  companies.  Regular  billing  machines  are 
equipped  with  capital  letters  only,  but  many  concerns  use 


OUTLINE  FOR  REVISED  EDITION  77 

the  regular  typewriter  for  this  purpose.  Consequently  most 
of  the  exercises  can  be  written  with  small  type.  The  models 
given  both  in  the  Rational  book  and  in  this  "Key"  will 
serve  as  guides. 

FIFTY-FIFTH   LESSON  (Six  periods) 

The  student  should  be  instructed  to  make  one  copy  of  the  model  and 
use  that  as  a  guide.  Type  out  each  exercise  on  a  separate  sheet. 
See  instructions  on  page  150.  These  instructions  will  hold  for  Les- 
sons 55-58  inclusive. 

FIFTY-SIXTH   LESSON  (Four  periods) 

FIFTY-SEVENTH  LESSON  (Four  periods) 

FIFTY-EIGHTH    LESSON  (Four  periods) 

FIFTY-NINTH   LESSON  (Two  periods) 

Exercises  1  and  2. 

SIXTIETH   LESSON  (Two  periods) 
Exercises  1  and  2. 

SIXTY-FIRST   LESSON  (Two  periods) 
Exercises  1  and  2. 

SIXTY-SECOND   LESSON  (Two  periods) 
Exercises  1  and  2. 

SIXTY-THIRD   LESSON  (Two  periods) 
Exercises  1  and  2. 

SIXTY-FOURTH  LESSON  (Two  periods) 
Exercises  1-4  inclusive. 

SIXTY-FIFTH   LESSON  (Two  periods) 
Exercises  1-4  inclusive. 

SIXTY-SIXTH   LESSON  (Two  periods) 

The  student  should  be  cautioned  about  the  necessity  for  making  exact 
duplicates  of  the  first  and  second  exercises.  No  change  in  the  spacing  or 
form  is  permissible. 


78     TEACHERS'  MANUAL  OF  RATIONAL  TYPEWRITING 

INTRODUCTION  TO   LAW  AND  BUSINESS  PAPERS 

Much  interest  will  be  added  to  the  discussion  of  this 
topic  if  examples  of  the  various  papers  can  be  secured 
by  the  teacher  to  j)ass  around  for  the  inspection  of  students. 
These  papers  should  be  local,  preferably.  The  method  of 
preparing  and  using  manuscript  covers  should  be  thoroughly 
explained. 

SIXTY-SEVENTH   LESSON  (Two  periods) 

Exmises  1  and  2.  The  papers  should  be  covered  and  indorsed.  Tlii^ 
plan  should  be  followed  on  all  the  remaining  papers  in  the  Rational 
Typewriting  Manual. 

SIXTY-EIGHTH   LESSON  (Two  periods) 
Exercises  I,  2,  and  3. 

SIXTY-NINTH   LESSON  (Two  periods) 
Exercises  1  and  2. 

SEVENTIETH   LESSON  (Two  periods) 
Exercises  1  and  2. 

SEVENTY-FIRST   LESSON  (Two  periods) 
One  exercise — two  pages. 

SEVENTY-SECOND   LESSON  (Two  periods) 
Exercises  I  and  2. 


KEYS  TO  CONSTRUCTIVE  EXERCISES 
REVISED    AND    MEDAL    OF   HONOR   EDITIONS 

The  Keys  to  the  problems  of  both  the  Revised  and  Medal 
of  Honor  Editions  have  been  assembled  in  one  place  for 
convenience  in  reference.  Model  forms  of  all  the  constructive 
exercises  have  not  been  presented,  as  it  is  thought  that  if 
the  different  types  of  letters  and  problems  are  fully  illustrated 
the  teacher  will  not  need  further  assistance. 

All  of  the  problems  presented  have  been  written  with  an 
ordinary  pica-type  machine  on  regular  letter-size  sheets, 
834  X  11  inches,  and  reduced  to  the  proper  size  for  a  page  in 
the  Manual.  The  correct  proportions  of  type  to  page,  and 
of  margins  to  the  written  mass,  have  therefore  been  main- 
tained. Where  small  type  (elite)  machines  are  used  in  the 
schools  there  necessarily  will  be  some  revision  of  arrange- 
ment, but  as  the  principle  of  arrangement  is  the  same,  forms 
of  these  are  unnecessary. 

The  aim  in  presenting  the  models  has  been  to  show  correct 
form  rather  than  to  afford  the  teacher  an  accurate  guide  as 
to  the  subject  matter  of  the  letter.  The  latter,  however. 
Is  correct  in  the  models,  as  it  also  is  in  the  Rational  books, 
so  that  checking  up  of  errors  can  be  made  with  the  minimum 
of  effort. 

Special  attention  is  drawn  to  the  "Keys"  to  the  rough 
drafts,  bills  and  statements,  etc.  The  corrections  on  the 
former  are  important  as  showing  what  the  stenographer 
should  accomplish.  Obviously,  all  necessary  corrections 
have  been  made,  even  to  the  extent  of  changing  the  wording 
and  form  where  these  details  have  not  been  fully  included  in 
the  instructions. 

The  bills  and  statements  have  been  written  in  capitals, 
for  this  is  the  style  of  type  usually  used  on  regular  billing 
machines.  The  Rational  books,  however,  show  examples 
of  bills  prepared  on  regular  type  machines. 

79 


80    TEACHERS'  MANUAL  OF  RATIONAL  TYPEWRITING 


Itoroh  24.    1919 


lira.   Walter  Bruca  Scott 
1107  Eroadwfty 

Whlta  Plalna     Uaw  York 

Saar  Uadaa: 

Raplying  to  your  laat  oonaunleatlon, 
*a  ara  vary  aorry  that  the  net  haa  not  aa 
yat  been  dallTarad.  Inaanuch  aa  the  pack- 
age *aa  forwarded  from  our  at  ore  proaptly 
and  correctly  addraaaed  and  no  requeat  to 
hmTe  It  Inaured  waa  nada ,  wa  ar«  unable  to 
aaauae  reaponalblllty. 

However ,   the  poatal  authorltlca  have 
been  Inatructed  to  trace  the  ahipnant  and 
wa  hope  that  through  their  efforta  a  proc(t 
delivery  will  be  made. 

Youra  very  truly. 


ILLUSTRATION  OF  SHORT,    SINGLE-SPACED  LETTER 

REVISED  EDITION  M  OF  H  EDITION 

LESSON  19  LESSON   18 

EXERCISE  4  EXERCISE  4 


KEYS  TO  CONSTRUCTIVE  EXERCISES  gl 


March  24 ,    1919 

Holcomb  &  HoKe  Manufacturing  Co 

552  Van  Buren  Street 

Indianapolis,    Indiana 
Gentlemen 

We  have  asked  you   repe&tedly  to  trace 
one  caee  containing  standard  bleached  goods, 
agate   buttons,    men's   celluloid  collare  ,    linen 
damask  cloths,    chain  purses,  which  were   ship- 
ped  on  way  6    by  S-    T.    Bloomingston.      We    in- 
close bill    of    lading  to   show  you  how  and  when 
these  goods  were  shipped,      as  you  do  not   seep 
to   be   able    to   trace   them  or  find  where   they 
were  sent,  we  have   taken  the   liberty   of  charg- 
ing you  with  the  case  of  goods  and  hope  you 
will  make  an  early  remittance  for  same. 
Yours   truly, 


ILLUSTRATION  OF  SHORT,  DOUBLE-SPACED  LETTER 

REVISED  EDITION  M  OF  H  EDITION 

LESSON  20  LESSON   19 

EXERCISE  2  EXERCISE  2 


82     TEACHERS*   MANUAL  OF  RATIONAL  TYPEWRITING 


Haroh  26,    1919 


Ui»»  niallne  Shaman 
62  Park  Straat 

rail  RlTcr,  llaaa. 

Dear  Kadaoi: 

Wa  ra&rat  axceadlngly  to  ba  obllgad  to 
ask  you  to  wait  a  whlla  longar  for  your  rain- 
coat. You  hava  bean  disappointed,  wa  know, 
but  the  long  rainy  seas  an  has  caused  aueh  an 
immense  demand  for  raincoats  that  wa  could  not 
possibly  keep  up  with  the  orders. 

Wa  have  sold  a  thousand  raincoats  a  day 
mora  than  last  year   We  hare  done  all  In  our 
power  to  take  care  of  t.>-.ia  immense  business, 
but  no  one  could  anticipate  such  a  great  and 
continued  demand   Our  factories  simply  could 
not  get  perfectly  rubberized  material  fast 
enough.   Of  course  we  accept  only  perfect, 
tested  garments,  and  if  you  wait  the  one  you 
gat  Will  be  thoroughly  satisfactory,  we  faal 
surs 

If  you  cannot  wait  about  ten  days  longer, 
and  wish  your  money  returned,  please  write  ua 
on  the  back  of  this  letter  and  wa  will  be  (I'd 
to  send  It  to  you  at  once 


Tours  truly. 


ILLUSTRATION  OF  AVERAC.E  LENGTH  SINGLE-SPACED 
LETTER 

REVISED   EDITION  M   OF   H   EDITION 

LESSON  il  LESSON  20 

EXERCISE  i  EXERCISE  « 


KEYS  TO  CONSTRUCTIVE  EXERCISES  83 


Uarch  26.  1919 


Lynn  Motor  Car  Company 

Lynn ,  Maesachusetts 


Gentlemen: 


Since  writing  you  under  date   of  yesterday, 
we  have  been   informed  by  Mr.    James  Lanley  that 
the  vibration  caused  by  your  haramere    is   notice- 
ably more  violent   than  heretofore.      He   also   in- 
forms  us   that   several   residents    of   the    neighbor- 
hood have  complained   of  this;    others  allege  that 
the  plaster   in  their  houses   is  beginning  to  crack 
and  peel   off  because   of  the  hammering. 

Mr.    Lanley's   neighbors   are  willing  to  join 
with  him  in   taking  steps    to  force   the  cessation 
of  what   they  claim   is  becoming  an  unbearable  nui- 
sance.    Mr.    Lanley   does    not  wish  to  be   unreason- 
able  in  this  matter,    and    only  assumed  the  burden 
of   taJcing  the  matter  up  with  you  because   possibly 
the   damage   to  his  house    is   greater   than   to  any 
other,    but  he   does   not  wish  you  to  think  that  he 
is    the    only   one  who    is   annoyed,    and  he    ie  willing 
to  settle  the  matter  with  you  upon  any   reasonable 
basis. 

¥e  must,  however,   at   this  time,   respectfully 
notify  you  that  unless   something  definite   in  this 
matter  is   done   on   or  before  next  Monday  we  shall 
be  compelled  to  take  further   proceedings. 

Very  truly  yours. 


ILLUSTRATION  OF  AVERAGE  LENGTH  SINGLE-SPACED 
LETTER 

REVISED  EDITION  M  OF  H  EDITION 

LESSON  22  LESSON  21 

EXERCISE  2  EXERCISE  2 


84    TEACHERS'  MANUAL  OF  RATIONAL  TYPE^^^lITING 


Karch  26 ,  1919 


Ifeasrs.  Victor  &  Hods** 
321  Chaatnut  Straat 
Philadalphia,  Pannsylvania 

Gent  Leman' 

Your  latter  of   the  12th   mat.    to  John  S. 
Stron,i  of   thta  city,    relating  to  the  claim 
of  George  Brown  regurdlng  the  conuclsslon. 
haa   teen  referred  to  ua  for  reply. 

An  we  unUcrctand   thia  Batter,    the   relation 
of   the   two   parties  to  each  other   in  thia 
deal  was  never  that    of   owner  ana   real  es- 
tate afent ,    and   there  was   never  any  acrea- 
ment    between  the   parties  for  any  particu- 
lar conuri^o  ion. 

Vt.   Strong's   understanding  was  that   he 
promised  to  give  L'r.   Brown  a  bonus  for 
Baking  this  sale,    the  aize   of  the  bonus 
to  bo  oetcrmined  by  l!r.    Strong-      Frorthe 
letter  written  by  v.r-    Brown,  we  anould 
Judcc  '.hat   he  accepted  the  $'>:>. 00   on  thia 
understanding,    thereby  waiving  ^ny  claim 
for  any  coeailssion.      Under  the  otrcuc- 
stances,  we  do  not  see  how  Ur.    Strong   is 
liable. 

Very  truly  yours. 


ILLUSTRATION  OF  BLOCK  FORM  LETTER 

REVISED  EDITION  M  OF  H  EDITION 

LESSON  23  LESSON  2« 

EXERCISE  4  EXERCISE  4 


KEYS  TO  CONSTRUCTIVE  EXERCISES  85 


Uarch  26,  1919 


Mr.  C.  II.  Glass 

261  Prospect  Street 
Brooklyn  Hew  York 

Dear  Ur  Glass  : 

Please  straighten  me  out  on  the  Summers  order. 
We  have  received  for  some  months  past  let- 
ters from  Mr.  Evans  stating  that  he  had 
been  persuaded  to  buy  a  new  oar;  and  yet  I 
find  Mr.  Evans's  original  order  5138  sched- 
uled September  8,  was  changed  on  September 
2  to  Mr.  Albert  Henderson,  Erie,  Pennsyl- 
vania, and  received  a  supplementary  on  the 
18th  of  October  changing  your  demonstrator, 
S.  0  6722  scheduled  October  29,  to  Mr. 
Evans 

This  has  not  yet  been  returned  to  you.   I  note 
that  it  is  stamped,  however,  at  the  new 
price.  There  seems  to  be  some  possibility 
that  this  sales  order  was  advanced  to  Octo- 
ber 8,  but  it  does  not  appear  on  your  sup- 
plementary. Did  you  aubstitute  Mr.  Evans's 
oar  for  Mr.  Henderson's  and  then  put  Mr. ■ 
Evans  on  this  demonstrator  at  a  later  date? 
So  far  as  the  billing  at  the  new  price  is 
ooncerned,  will  Mr.  Evans  be  expected  to 
pay  the  new  prioe?   If  not,  will  you  take 
the  old  oar  on  which  you  changed  ownership 
at  the  new  prioe? 

I  cannot  answer  Mr.  Evan's  inquiry  (and  am 
telling  him  so  per  copy  attached)  until 
I  get  further  word  from  you. 


Yours  very  truly. 


ILLUSTRATION  OF  HANGING  INDENTION  LETTER 

REVISED  EDITION  M  OF  H  EDITION 

LESSON  24  LESSON  23 

EXERCISE  2  EXERCISE  2 


86     TEACHERS'   MANUAL  OF  RATIONAL  TYPEWRITING 


Uarch  2? .  1919 


D««r  Mr  Flnddl: 

Your  latter  does  credit 
to  your  delicate  aenee  of  proprie- 
ty and  aervee  to  Increaae,  If  that 
*ere  poaelble,  my   admiration  for 
you  and  ny  confidence  In  your  aisi- 
nent  fltneaa  for  the  mleaion  whloh 
you  now  decline.   I  can  but  yield 
to  your  Judgment  In  the  matter,  be- 
cauae  It  la  clear  to  me  that,  feel- 
ing aa  you  do,  whether  you  are  fully 
Juatlfied  In  that  feeling  or  not.  you 
would  not  be  oomfortabla  or  happy  In 
the  poet.   I  therefore  cannot  Inalat. 
You  will  allow  me.  however,  I  hop*, 
to  exprcaa  my  deep  regret. 

I  know  your  quality  ao  well 
and  waa  ao  anxloua  to  eee  you  at  St. 
Peteraburg  that  I  feel  a  keen  dlaap- 
polntment.   It  la  only  a  very  loper- 
feot  conaolatlon  that  I  may  now  a^aln 
axpreaa  my  unqualified  confldenoe  In 
your  ability,  your  character,  your 
dlacrctlon,  and  your  entire  aultablllty 
for  Buoh  a  poet . 

Cordially  and  alnearaly  youre. 


Mr.  Hanry  U-   Plndall 

Paorla,  IlllnoU 


ILLUSTRATION  OF  FORMAL  STYLE  LEITKR 

REVISED  EDITION  M  OF  H  EDITION 

LESSON  25  LF^SSON  24 

EXERCISE  1  EXERCISE  1 


KEYS  TO   CONSTRUCTIVE  EXERCISES  87 


Uarcli  27,   1919 


Mr.    C.    J.   Roblnaon 

26   Oliver  Streat 

St.   Louie,   HO. 

Dear  Sir: 

We  appreciate  your  reply  to  our  letter,  and  we  have 
carefully  checked  through  the  various  iteme  on  your  list 
and  the  prices  quoted.   Every  price  on  the  list  has  been 
out  to  bed  rock  figures,  with  the  exception  of  the  one 
,  item,  Weather  Proof  Wire  number  8.   Since  this  quotation 
was  made,  changes  in  the  market  have  enabled  us  to  make 
a  lower  price  on  the  wire,  and  we  are,  therefore,  chang- 
ing the  price  of  $28.50  to  $24.00  for  the  1600  feet.   Thie 
is  the  only  reduction  in  price  we  can  offer  in  conneotion 
with  the  entire  liet. 

We  note  what  you  eay  about  our  price  on  the  washing 
machine  being  $5.00  higher  than  other  prices  you  have  ee- 
cured.  We  do  not  doubt  for  a  moment  that  you  can  secure 
prices  on  washing  machines,  not  only  $6.00  lower  than  ours, 
but  possibly  JIO.OO  lower.   However,  our  machine  is  a 
standard  make,  absolutely  guaranteed  in  every  particular, 
and  we  know  positively  that  it  is  the  equal  of  any  machine 
which  is  selling  on  the  open  market  to-day  for  $90.00. 

You  are  a  business  man,  and  you  realize  that  we  could 
not  afford  to  make  such  a  statement  unless  we  were  prepared 
to  back  It  up.   Our  price  on  the  electric  lighting  plant  is 
the  lowest  we  can  possibly  make.   You  remember,  when  you  were 
figuring  on  both  the  inclosed  and  the  open  plant  eyeteme , 
and  you  remember  also  that  we  were  able  to  quote  you  figures 
practically  0100.00  bslow  the  quotation  which  you  had  from 
another  concern. 

If  you  are  in  the  market  for  a  really  efficient  elec- 
tric lighting  eystem,  you  cannot  save  money  by  paying  less 
than  the  price  we  have  quoted,  and  we  are  confident  that  you 
cannot  secure  elsewhere  a  system  that  Is  as  efficient  as  ours, 
without  paying  a  considerably  higher  price  than  we  ask.   The 
prices  on  the  entire  line  of  electric  fixtures  listed  in  your 
inquiry  are  our  current  catalog  prlcee.   These  prices,  also, 


ILLUSTRATION  OF  TWO-PAGE  LETTER 

REVISED  EDITION  M  OF  H  EDITION 

LESSON  26  LESSON  25 

EXERCISE  3  EXERCISE  3 


88     TEACHERS*  MANUAL  OF  RATIONAL  TYPEWRITLNG 


Mr.    C.    J.    R.    #2 

ar«  fta   low  as  mt  can  psailbly  make  thco,   and  thay  ara  tha 
aaoa  wha-.har  a  ouatonar    la  buying  only  a  asall  quantity 
or   la  buying  thouaands   of  dollara  worth.     «a  ara  oonfldant 
that,   quality  conaldarad,   you  cannot  aqual   thaaa   prloaa 
alaewharc 

Aa  you  hara   raquastad,  wa  ara  raturning  tha  antlra 
Hat   to  you.      Wa  ballava  that  you  ara   raally  aaaklog.   not 
a  cheap  plant  but   an  afflclant   plant  at  a  low  prlca.  and 
that    la  what  wa  ara   offering  you.     Wa  feel  confident,  alao. 
that   after  you  haya  carefully  considered  the  whole  aatter 
and  have  coapared   our   prlcea  with  thoae  which  othera  ara 
aaklng,   you  will   place  thla   order  with  ua. 

Youra   truly. 


SECOND  PAGE  OF  TWO-PAGE  LEITKR 

REVISED  EDITION  M  OF  H  EDITION 

LESSON  26  LESSON  25 

EXERCISE  3  EXERCISE  S 


KEYS  TO   CONSTRI  CTIVE   EXERCISES  80 


March  27.  1919 


D.  K6ith 
c/o  Ford  Automobile  Company 
Chicago,  IllinoiB 


the  city  of  Oglesby  as  oorpo- 


The  city  of  Oglesby  Is  five  milea  from  La 
Salle  and  there  are  several  of  your  cars  being 
used  by  different  people  In  carrying  passengers 
to  and  from  LaSalle  and  Oglesby.   Some  of  the 
cars  carry  aa  many  as  six.  seven,  and  eight  peo- 
ple at  a  time  and  the  aldermen  at  Oglesby  are  of 
the  opinion  that  the  cars  are  being  overloaded 
and  that  there  Is  great  danger  of  a  serious  ac- 
cident happening  if  they  are  permitted  to  carry 
this  number  of  people.   They  wanted  me  to  pre- 
pare an  ordinance  limiting  the  number  of  people 
to  be  carried,  but,  of  course,  not  being  an  en- 
gineer and  not  knowing  the  carrying  capacity  of 
any  of  the  cars,  either  yours  or  others,  I  want- 
ed to  find  out,  if  I  could,  where  I  could  get 
some  information  as  to  the  carrying  capacity  of 
the  different  kinds  of  cars. 

I  presume  that,  so  far  as  your  cars  are  con- 
cerned, you  have  this  at  hand.   Would  it  be  ask- 
ing too  much  of  you  to  send  me  a  statement  show- 
ing what  the  carrying  capacity  of  your  machi.ieB 
is,  that  is.  the  maximum  capacity? 

Yours  very  truly, 


ILLUSTRATION  OF  AVERAGE  LENGTH  SINGLE-SPACED 
LETTER 


REVISED  EDITION 
LESSON  27 
EXERCISE  3 


90     TEACHKRS'   MANIAL  OF   RATIONAL  TYPEWRITING 


March  27,    !«:• 


Vr.   Jaac*  C   ucReynold* 
Attorney-Ganaral 

Wnahlngton.    D.   C. 

Dear  Mr.   MoReynoldc 

Th*  rapid  and  unvarrantad   Incraaa* 
In  tha  prlca  of  foodstuffa   In  thla  coun- 
try upon  tht  pretext    of  the  condition  ax* 
Istlng  In  Europe   la   ao  aerloua  and  vital 
a  matter  that   I    take  tha   liberty   of  call- 
Ing  your  attention   to   it. 

I   would  be  rery  ouch  obliged   If  you 
would  inform  me  whether  there   la  under  ex- 
ieting  law  any  action  which  the  department 
of  Juatioa  oould  take  either  by  way  of   in- 
Teatlgatlon   or  legal   process,   and  what   fed- 
eral   legislation,    if  any,  would   in  your 
JudgBient  be  Justifiable  and  warrantable   in 
the  circumstances. 

I   feel   that   thle   ie  a  natter  which  ■• 
cannot   let   pass  by  without   trying  to  serT* 
the  country.      Certainly  the  country   ought 
to  be  defended,    if   poaelble,   against  men 
who  would  take  advantage  of  auch  circua- 
stanoes   to   Increaae  the  pries   of  food  and 
tha  difficulties   of  living. 

ralthfully  yours, 


ILLUSTRATION  OF  AVP:RAGE  LENGTH  LETTER 

REVISED  EDITION 
LESSON  28 
EXERCISE  4 


KEYS  TO  CONSTRUCTIVE  EXERCISES  91 


Varoh  27,    1919 

Uarx  &  Haas  Company 

St.  Louia,  Ua. 
Gentlemen: 

We  have  your  letter  of  the  13th 
inst . .  acknowledging  our  order  $3693 . 
and  are  very  much  surprised  to  note 
that  you  state  that  you  have  no  such 
number  as  873.   If  you  will  refer  to 
your  letter  of  the  let  inst.,  you  will 
find  that  you  submitted  same,  and  we 
are  inclosing  a  part  of  the  ewatoh  sent 
us  with  your  own  ticket  attached. 

We  will  certainly  appreciate  it 
very  much  if  you  will  give  this  order 
your  Immediate  attention,  as  we  have 
taken  this  special  order  and  have  prom- 
ised delivery  according  to  your  commu- 
nication of  October  1. 

Yours  very  truly. 


ILLUSTRATION  OF  DOUBLE-SPACED  SHORT  LETTER 


REVISED  EDITIOfl 
LESSON  29 
EXERCISE  5 


92    tp:achers'  manual  of  rational  typewriting 


Karcb  27,    191* 

Ur.    Pondray  Wllllaaaon 

1239  Sunnyild*  Aranu* 
Lof   Ang«l««,   Cal. 
Dcur  Sir: 

Incloaad  >r*  (aise  eunpl**   of   1b- 
portad  (hlrtlngi   that  will  haraonlz* 
with  th*  suit  wbioh  you  ••lactad   in 
our  Custom  Tailoring  Sactlon. 

If  you  arc   Intarestad.  but   do  not 
find   It   conTanlant   to  call  at    our  Cus- 
tom Shirt   Ssctlon  on  th*  sscond  floor 
of  the  St  or*  for  Msn.   v*  shall  b*  glad 
to  bar*   our  r*pr*s*ntatiT*  call  upon 
you  with  a  full    lln*   of  samplss  froa 
which  you  can  oak*  a  salsction. 
V*ry  truly  yours. 


ILLUSTRATION  OF  SHORT.  DOUHLE-SPACED  LKI^M 

REVISED  EDITION 
LESSON   30 
EXERCISE  1 


KEYS  TO   CONSTRUCTIVE  EXERCISES 


HOTEL      D.rPSRIAL 
Hew  York  City 


March  27      1919 


Mr.  John  C.  Harding 
Member  Board  of  Education 
Chicago.  Illinola 

Dear  Sir: 

To  avoid  possible  misunderstandings  in 
the  future,  I  would  be  greatly 
obliged  If  any  time  a  suggestion 
18  made  to  you  that  the  oity  ad- 
ministration desires  a  certain 
line  of  conduct  on  your  part  in 
reference  to  the  Board  of  Educa- 
tion, you  would  confer  with  me  to 
learn  whether  the  suggestion  ema- 
nates from  this  office  or  not. 

I  have  tried  to  interfere  as  little  as 
possible  in  matters  coming  under 
the  Jurisdiction  of  the  Board  of 
Education.   I  have  also  made  it  a 
rule,  when  I  have  had  anything  to 
say,  to  coVifer  directly  with  the 
members  rather  than  by  word  or 
message. 

Hereafter,  whenever  I  have  occasion  in 
any  way  to  communicate  with  the 
Board,  either  individually  or  col- 
lectively, I  shall  do  so  directly, 
and  all  suggestions  purporting  to 
oome  from  me  may  be  regarded  as  un- 
authorized. 

Yours  very  truly, 


ILLUSTRATION  OF  BLOCK  FORM  LETTER 


REVISED  EDITION 
LESSON  31 
EXERCISE  1 


94     TKA(  HERS'  MANUAL  OF  RATIONAL  TYPEWRITING 


Pblladaliihlk.  Pa. 
March  27,   1919 


CantlcBtn: 

Your  latter  to  tha  Secretary  of 
State,  dated,  If  I  reoollect  rightly, 
tha  9th  Inetant,  intimating,  anong 
other  thlnga,  that  you  had  failed  in 
an  attempt  which  had  been  made  to  !■• 
port  vorkaen  from  Scotland,  equally 
with  that  for  obtaining  them  from  Hol» 
land,  fllle  me  with  real  concern:  for 
I  am   very  apprehenelre ,  if  your  next 
campaign  In  the  Federal  City  la  not 
marked  with  vigor,  it  will  caat  euch 
a  cloud  over  thla  buelneea,  and  will 
so  arm  the  enemiea  of  the  measure ,  a* 
to  enable  them  to  give  It,  If  not  Its 
death  blow,  a  wound  fron  whloh  It  will 
not  easily  rocover. 

Everything,  in  a  manner,  depends 
upon  the  celerity  with  which  the  publlo 
buildings  are  then  carried  on;  eale  of 
lots,  private  buildings,  good  or  evil 
reports,  all  will  be  regulated  thereby. 
Hothlng,  therefore,  short  of  ths  abso- 
lute want  of  money  ought  to  retard  the 
work. 

With  great  and  alncere  regard  and 
•stsem,  I  am,  Csntlemen, 

Reepeotfully  yours. 


KEY  TO  ROKiH   DRAFT 

REVISED  EDITION  M  OF  H  EDITION 

LESSON  34  LESSON  27 

EXERCISE  1  EXERCISE  1 


KEYS  TO  CONSTRl  CTIVE  EXERCISES  95 


SPECIFICATIOM 


All   roofs  to  be  tiled  will  be  filled 
with  concrete  by  the  mason,   graded  to  the 
leaders   and  finished  with  a  floated  coat 
of  Portland  oement  mortar.      On   this   s^rface, 
this  oontractor  shall   apply  a  ooat    of  as- 
phaltlo   oement.    oonslstlng   of  90^    of   straight- 
run  ooal   tar   pitch  and   10^   of   refined  Trini- 
dad asphalt,    applied   hot,    and   on  same  water- 
proof   In  five   thicknesses,    using  the   best 
quality    of  saturated  roofing  felt,    to  weigh 
not    les^    than   15    lbs.    per   100  square  feet    of 
Bingle   ply        The   felt    to  be    laid  with   a   lap 
of  one-fifth  width   of   the   sheets,    and  each 
layer  and  all    laps  must   be   solidly  cemented 
together  with  hot    asphaltic   ceanent        There 
snail   be   used  not    less    than  76    lbs      of   roof- 
ing felt   and  2o    gallons    of  asphalt   oement 
coal   tar  pitch  for  each  100  square  feet    of 
roof  surface 

Base-flash  the   Junction  of   the   roofa 
with  all  walls   and  vertical   surfaces,    us- 
ing  16    oz      soft   copper,    carried  out    4"    on 
the  waterproofing  and  at    least    12"    on  the 
vertical   surfaces.      Cap-flash  all   flashing, 
using  16    oz .    cold  rolled  copper  carried 
down   into   the  hub   of   the   pipes.      Cement    all 
flashing  to   the  waterproofing  by   laying   two 
thicknesses    of   felt    over   sajne ,    coated  as 
specified  above. 

Provide  for  all   leader  outlet   scuppera 
10  X  10  X  2"    deep  of   20   oz .    cold   rolled  cop- 
per with  a  Shoulder   to  receive  the  tile  and 
carry  eame   4"    out    on   the  waterproofing  and 
oement   as   specified  for  flashing. 


KEY  TO  ROUGH  DRAFT— SPECIFICATION 

REVISED  EDITION  M  OF  H  EDITION 

LESSON   34  LESSON  27 

EXERCISE  2  EXERCISE  2 


90     TEACHERS'   MANUAL  OF  RATIONAL  rVPEWRITINO 


TRtASURY     nSPAKnOR 

•Izth  Auditor'*  Offlea 

Waahlnston,   S.   C. 


Mareb  S9,   1919 


I  hare  tlu  honor  to  lubalt  tit*  follovlnc  report 

of  tna  bualnaai  oparatlona  of  thla  offlea  during  tba 
flaoal  year  ending  Auguat  30.  1918: 

It  aff orda  ma  plaaaur*  to  infoni  you  that  tha 
work  of  the  aeverai  brancnae  of  thla  Bureau  la  In  a 
very  eatlafactory  condition,  and  fully  up  to  the  ra- 
quiremente  of  the  Department   In  fact,  in  many  Im- 
portant partioulara,  It  1*  In  a  mora  advanced  etaga 
at  tnia  period  of  the  year  than  haa  hitherto  been  th* 
oaae 

Thla  eatlafactory  reeult  haa  bean  aooompllahed, 
however  only  by  tha  most  aystamatlo  and  unremitting 
efforts  on  tha  part  of  the  officere  and  amployeea 
throughout  the  entire  Bureau.   The  work  of  thle  offloa 
la  aXwaye  on  tha  inoreaae  by  reaaon  of  the  growth  of 
the  postal  service,  while  a  oorreapondlng  incraaaa  of 
force  haa  not  been  mada 

The  want  of  additional  olerloal  force  baa  been 
aeriouBxy  felt  in  several  dlviaione.  but  moet  eevere- 
ly  in  that  branch  of  tna  office  in  charge  of  aaaort- 
Ing  and  numbering  the  money  osdera  and  poatal  notaa. 

Raapaotfully  aubmlttad. 


Hon  Charles  Foster 

Secretary  of  tha  Treaaury 


KEY  TO  ROUGH  DRAl-T 

REVISED  EDITION  M  OF  H  EDITION 

LESSON   35  LESSON  «8 

EXERCISE  1  EXERCISE  1 


KEYS  TO  CONSTRUCTIVE  EXERCISES  97 


Washington,   D.    C. 
Marfih  31 .    1919 


liT.    Charlae  Brandon 

Boston,   Ilaasachusstts 


Dear  Sir: 


The  entire  propriety  and  even  the  necessity  of 
an  examination  before  appointment  to  Government  clerk- 
ehips  oan  hardly  be  questioned;  for,  otherwise,  there 
certainly  would  be  an  occasional  appointment  of  a  very 
illiterate  person.   Few,  indeed,  argue  against  exami- 
nation.  The  management  and  the  subjects  of  the  Civil 
Service  examination  are  more  particularly  assallsd. 

Whenever  feaelbls,  a  special  and  technical  exami- 
nation is  held.   The  number  of  applicants  who  have  any 
special  training  in,  or  knowledge  of,  the  work  In  the 
department  is  small.   Examinations  to  test  speolal  fit- 
ness for  every  class  of  olerical  work,  therefore,  would 
not  be  practical.   These  examinations  must  be  general 
In  their  character  and  conducted  to  ascertain  the  appli- 
cant's general  education  and  Intelligence. 

The  Government  pays  its  clerks  the  best  salaries, 
and  it  is  entitled  to  the  best  service.   All  else  being 
equal,  a  common  school  education  must  be  a  requirement 
in  the  selection  of  competent  clerks.   The  need  of  Civil 
Service  reform  originated  In  the  great  necessity  of  mak- 
ing all  appointments  free  from  control  or  interference 
of  politicians. 

With  great  esteem,  I  am 

Yours  truly, 


KEY  TO  ROUGH  DRAFT 

REVISED  EDITION  M  OF  H  EDITION 

UESSON   35  LESSON   28 

EXERCISE  9.  EXERCISE  2 


98     TEACHERS*  MANUAL  OF  RATIONAL  TYPEWRITING 


Vc8*r*.    Row*  II  Wooil 

2Z''6  Ab«rdee.i  Str***. 
rontr**: .   ouebae 


lfusachu(*tti   Cotton  ttlll* 
Lowall 

Uaasaohutc'.tt 


Ur.    John  Wknamkkar 
Broadway,   Fourth  Av»nu» 
ninth  t  Tenth  8t» . 
l!ew  York  City 


Vlss  U.  C.   Callaghtr 

99  Rleebrldga  Road 

Cldea  Park,  Esiax  County 

EIliLAl.T) 


Ur.   Janee  Cugganalookar 
Atlantic  Transportation  Co. 
328  Rlalto  Bldg. 
Chicago,    Illlnola 


Sargaant  John  A.  Uorrla 
unitary  Koapltal 

Barrow- in-Fumaaa 
ESGLAin) 


Ur.   Yard  C.    McCloskay,   Frinolpal 
Cantral   High  School 

Santuroe,   San  Juan 
PORTO  RIC: 


8.  V.  Craenbarg,  Eaq. 

lOS  Chaatnut  Avanu* 

Foraat  Gata,  London  B.  C. 
ZHGLACT 


Ur.  Franola  K.  8aR«U« 
o/o  Caep  Odall 

Oranga  LaJia,   nr.   Kawburgh 
Vm  Tork 


Praaldar.t. 

Laland*  Stanford  Jr.   Unlrtralty. 
Palo  Alto,   California 


Ur.   J.  r.   Spauldlng.  Canaral  Agant 
«.    y   .    H.    H     fc  H.    R     R     Co. 
Boaton.  Uaaaaohuaatta 


Ur.   Grahaa  Lloyd,   Trafflo  Agent 
Ulohlgan  Cantral  Ry. 
Buffalo,  mm  York 


Honolulu  Iron  Worka  Conpargr 
Honolulu 

Hawaii 


J.- J.  8outhwlck 
Avanlda  da  Uayo,  136S 

Buanoa  Alraa,  Argantlr.a 


Ur.  Caorga  H.  Kanklnaon 

Hotal  Uatropola,  Haw  Vaitatnatar 

Brltlah  Columbia,  Canada 


Ur.  Loula  li.  Jlmar.az 

o/o  collaotor  Ganaral  of  Cuatc 

Uanagua,  Nicaragua,  C.  A. 


Ur.   Wa.    R.   Foatar 

KerchAnta   Daapatch  Tranaportatlon  Coaipany 
Eaat   Roohaatar,   Uaw  York 


ILLUSTRATIONS  OF  FORMS  OF  ARRANGEMENT  OF 
ADDRESSES 


REVISED  EDITION 
LESSON  36 
PAGE  96 


M  OF  H  EDITION 
LESSON  ^9 
PAGE  7« 


KEYS  TO  CONSTRUCTIVE  EXERCISES 


99 


COIISTITUTIOH 


CITY  CLUB  0?  irEW  TORK 


A3  amendsd  January  6,  1913 


SUGGESTION  FOR  TITLE  PAGE 
REVISED  EDITION 


LESSON  51 
PAGE  130 


100     TEACHERS'  MANUAL  OF  RATIONAL  T\1'EWK1TING 


COUSIITUTIOH 
Artlolt   1 

PUHPOSB  OF  TKB  CLDB 

Zh»  purpoa*  of  th«  City  Club  of  ll«w  York  •ball  t«  to  aid 
In  eaourlng  paroanont  good  goTernisant  for  tb«  City  of  E««  York 
by: 

1.  Tha  dlvoroa  of  tha  olty'a  affair*  from 
national  party  politics 

2.  Tha  aatabllahmant  and  aalntananoa  of  an 
•ffiolant  and  rasponalbla  form  of  city  gOTarnmant. 

3.  Honaat  and  fair  sathoda  of  nominating  and 
•laotlng  munlolpal  offloara 

4.  Tha  laprovemant  of  aconomle  and  aoelal  con- 
dltlona  In  tha  city 

5.  Conducting  diaeusalona  of  tha  affalra  and 
problams  of  tha  olty. 

6.  Providing,  through  tha  faollltlaa  of  a  ao- 
olal  olub,  maana  of  Intaroouraa  and  oo-oparatlon 
among  oltlzane,  officials,  and  organlzatlona  In- 
tsrasted  In  tha  city's  walfara 

Tha  City  Club  of  Maw  York  pladgaa  Itaalf  not  to  part  la  1- 
pata  In  tha  nomination,  alaotlon,  or  appolntmant  of  oandl- 
datas  to  any  offlca,  nor  to  conduct  any  political  actlTltlaa 
axcapt  auoh  as  ara  Involvad  In  laglalatlon  affaotlng  tha  olty 
or  tha  adoption  or  rajaotlon  by  tha  olty  govarnaant  of  av*uraa 
of  pu'^llo  policy   Thla  ahall  not  praoluda  prooaadlnga  for 
tha  ramoval  of  public  offlcars  on  daflnlta  ohargas. 

No  cltlzan  of  tha  City  of  Haw  York  ahall  bs  dabarrad  froa 
mambarahlp  In  tha  Club  by  raaaon  of  hla  party  aff illation*- 


SUGGESTION  FOR  FORM  OF  CONSTITUTION 

RKVISED  KDITION 
LESSON   ;U 
PACiE   130 


K?:YS  to  constructive   exercises  101 


UERCHAirr  UARIIIK 

Cne  of  the  great  needs  of  the  United  States  is  an 
ooear.-carrylng  marine.   In  one  year  we  paid  to  foreign 
oonpanles  $169,000,000  for  freightage,  and  $46,000,000 
for  passenger  fares  and  marine  insurance-   In  the  sane 
year  the  country  sent  to  foreign  lands  over  $600,000,000 
worth  more  of  goods  than  it  bought  from  them;  and  some 
writers  call  this  sum  the  balance  of  trade  in  our  faYor. 
Hew  York,  the  second  largest  oity  in  the  world,  is  the 
port  of  the  regular  steamship  lines  between  Europe  and 
the  United  States.   It  is  the  outlet  for  over  one-third 
of  our  domestic  exports,  receiving  even  a  larger  pro- 
portion of  our  imports.   Breadstuff e .  provisions,  cot- 
ton, and  petroleum  form  about  one-half  of  its  exports. 
AS  the  oity  has  353  miles  of  water  front .  half  of  which 
may  be  improved  for  shipping,  and  as  the  piers  of  Jersey 
City  and  Hoboken.  in  New  Jersey,  are  practically  a  part 
of  the  same  port,  its  ninety  miles  of  pier  line,  already 
surpassing  all  other  ports,  may  be  largely  extended. 
The  foreign  movement  of  the  port,  or  the  capacity  of 
vessels  in  the  foreign  trade  entering  or  leaving,  is  Kore 
than  three  times  the  tonnage  of  Boston,  its  nearest'com- 
petitor.   About  fifty  steamers  in  the  foreign  trade  leave 
the  port  every  week.,  half  of  which  sail  under  the  British 
and  one-eighth  under  the  American  flag. 


KEY  TO  ROUGH  DRAFT 

REVISED  EDITION 
LESSON  54 
PAGE  140 


102    TEACHERS'   MANUAL  OF  RATIONAL  TYPEWRITING 


Tia  imvrasAL  distribotiwc  covpas-/ 
77  uAcisou  AVKirax 

1.2V  YORK 


ORDER  HO  73812 

roLD  TO    UI33  r-TLiA  o  Bsinnri 

IJ  C^-ZU,  STRZIT 

GUAHA  KI2RASKA 


1   WCIIAH'S  SUIT 
1   RIDING   HABI- 
1  SPORT  SKIRT 
4  BLOUSSS 
1   SILK  STEATEa 


|SS    00 

45   CO 

21   00 

40  00 

2«  SO 

,.fl»' 

30 

KEY  TO  ITEMIZED  BILL 

REVISED  EDITION  M  OF  H  EDITION 

LESSON  55  LESSON  30 

EXERCISE  8  EXERCISE  3 

{See  pages  113  and  IH  for  Malx  of  oiher  bills  of  these  lessoHt.) 


KEYS  TO  CONSTRUCTIVE  EXERCISES  103 


1 

-}IE  mnVERSAL  DISTRIBUTIIJG   COLtPAIP' 

• 

''1   MADISOH  AVEinjE 

IfEW  YORK 

CRD3S  l.'O   3524 

1JB7  \'OEK 

IIARCH  31    1919 

SOLD  TO     WALTERS  &  AKDRETS 

:.W  YO^K   CITY 

l.Z-S  YOM 

1    #20    SFCTIOli 

$      3  50 

1    #2006i  REVDLVIIIG   CHAIR  OAK 

11   75 

1   #106-60"    FLAT  TOP  DESK  OAK 

37  50 

11   #107^-  P  REVOLVING   CHAIRS   OAf:                      8  25 

90   75 

2   !?193-60"    TYPEWRITER  DESK   OAK  WITH 

ATTACiOIEUT    lU  LEFT   PEDESTAL 

67    00 

f-    Ub    TYPEWRITER   STAIODS    OAK                                13   50 

108  00 

1    #606-60"    FLAT   TOP  DESK  H  OAK 

37  50 

1   i^4-39"TYPE'*P,ITER  DESK  OAK 

30   75 

2  #i07|p  STOOLS   OAK 

18  00 

1  #37-8'    STAHDIKG   DESK  WITH  CASH 

TILL  S3   0/>K 

42  00 

1   #44i-4'    SETEE 

12  75 

1   #201  W  Sirs  C}IAIR   OAK 

6    75 

1  #107iP  S  &  S   CHAIR  OAK 

8  25 

1   193-60"TYPEWRITER  DESK  OAK 

43  5  0 

1   #107^P'    REVOLVING   CHAIR  OAK 

6  25 

■i  GALLON   FURIIITUHE  POLISH 

2  60 

1   #3003   C0STU13R   OAK 

G  50 

£   #4  TOPS   4   #20   SECTIONS  2   #22   SECTIONS 

2   #24   SECTIONS   2   #490  BASES   ALL  OAK 

40  00 

1   #2005i   S  &  S   CHAIR  OAK 

1   #2005i  RE\'OLVING   CHAIR  ?  L  SEAT   OAK 

11   75 

11   75 

1  #165  TABLE  oar. 

17  50 

1    4700-42"    TABLE 

14   25 

2    #700-60"    TAf;LE    OAK                                                21    00 

42   00 

1   #7CJ-60''    TA3LE   OAK 

21   00 

1    #300iP  S  &  S   CKAIR  OAK 

14   75 

1  jflOfi-eOoFLAT   TOP  DESK  OAK 

37  50 

1   #£006i  REVCIVIHG   CHAtRS   OAK 

11    75 

1  #4  TCP  2  #20  SECTIONS  1  #22   SECTIONS 

1    #24   SECTIONS   1   #490  BASE  ALL  OAK 

20  00      3-9''   50 

KEY  TO  ITEMIZED  BILL 

REVISED  EDITION  M  OF  H  EDITION 

LESSON  56  LESSON  31 

EXERCISE  2  EXERCISE  2 

{See  pages  107  and  108  for  totals  of  other  exercises  of  these  lessons.) 


104    TEACHERS'  MANUAL  OF  RATIONAL  TV1'EWRITIX(. 


STATBS  Aim  WHH1T0BII8  0»  THI  OTITIB  3TATB3 

NAUS 

ASBRZVIATIOH 

CAPITAL 

Al*b«iu 

Ala. 

Montgossry 

AIaak» 

Alaska 

Sitka 

Arizona 

Ariz. 

Phoanlx 

Arkanaaa 

Ark. 

Little  Rock 

California 

Cal. 

Sacramento 

Colorado 

Colo. 

Denver 

Connecticut 

Conn. 

Hartford 

Cclawara 

Del. 

Dover 

Diatrict   of  Columbia 

D.    C. 

Washington 

Florida 

Fla. 

Tallahassee 

Georgia 

Ca. 

Atlanta 

CuaiD 

Cusffl 

Guam 

Hawaii 

Hawaii 

Honolulu 

Idaho 

Idaho 

Boise 

Illinois 

111. 

Sprlncf leld 

Indiana 

Ind. 

Indianapolis 

Iowa 

lowa 

Oes  Moines 

Kansas 

Kans. 

Topeks 

Kentucky 

Ky. 

Frankfort 

Louieiana 

La. 

Baton  R^uee 

Maine 

Uaina 

Augusta 

Maryland 

Kd. 

Annapolis 

Maseachusetts 

Mass. 

Boston 

Michigan 

liloh. 

Lansing 

Minnesota 

Mln.u 

St.    Paul 

ViBSisslppi 

Miss. 

Jackson 

Missouri 

MO. 

Jefferson  City 

Vcntana 

Mont. 

Helena 

IlebrEiBka 

Hebr. 

Lincoln 

Nevada 

Hev. 

Carson  City 

Hew  Hampshire 

K.    H. 

Concord 

New  Jersey 

N.    J. 

Trenton 

New  Mexico 

N.    Max. 

Santa  Fe 

Hew  York 

II.    Y. 

Albany 

North  Carolina 

N.    C. 

Raleigh 

North  Dakota 

U.    Dak. 

Blsmarok 

Ohio 

Ohio 

Columbus 

Oklahoma 

Okla. 

Oklahoma  City 

Oregon 

Or  eg. 

Salem 

Pennsylvania 

Pa. 

Harrlaburg 

Philippine   Islands 

P.    I. 

Manila 

Porto  Rico 

P.   H. 

San  Juan 

Rhode   Island 

R.    I. 

Providence 

Saaoa 

Samoa 

(not   given) 

South  Carolina 

S.    C. 

Columbia 

South  Dakota 

S.    Dak. 

Pierre 

Tennessss 

Term. 

Uashvllls 

Texas 

Tex. 

Austin 

Utah 

Utah 

Salt    Lake  City 

Vermont 

Vt . 

Montpelisr 

Virginia 

Va. 

Richmond 

Washington 

Wash. 

Olympla 

West   Virginia 

W.    Va. 

Charleeton 

Wisconsin 

Wis. 

Madison 

Wyoming 

Wyo. 

Cheyenne 

KEY  TO  TABULATION 

REVISED  EDITION 
LESSON  59 
EXERCISE  2 


KEYS  TO   CONSTRUCTIVE  EXERCISES  lOo 


THE   POYAL  BAKK   OP  CAKABA.    IlICORPORATED 

1869 

Statemert  to  *ho  Dominion  Government,  June  30,  1914 

LIABILITIES 

Capital  paid  up.  .  .  .  $11 ,5 60, 000. OC 

Reaerve  fund 12  ,660  ,000. OC 

Undivided  proflta 1,015,119.56 

Notes    in  oiroulation 12,124  ,045.09 

Depoaita 140,324,230.55 

Due  to   other  banka 4.335,393.36 

Aoceptanoea   by  London  Branch 4,864,902.19 

Aooeptancea   under   letters    of   credit 1.141.995.07 

$187,916 ,685.84 


Caeh  on  hand  and  In  banks $38,204,008.23 

Depooit    in  Central   Gold  Reserves 1,000,000.00 

Go-zernicent    and  municipal   aeouritieB 3,678,997.43 

Railway  and   other  bonds,    debentures 

and  etook 12,803.257.98 

Call  loans  on  etooka  and  bonde 17,997,290.72 

Depoait  with  Dominion  Government  for.... 

security  of  note  circulation 595  .340.00 

$74,178,894.36 


Loans   and   discounts $105,944,030.04 

Liabilities    of   ouatomers  under   letters. 

of  credit   ae   per  contra 1,141,995.07 

Bank  premises 6  ,050  ,766.37 

Real    estate    other   than  bank   premises... 600.000.00 

$187,916,685.84 


FORM  OF  BANK  STATEMENT 

REVISED  EDITION  M  OF  H  EDITION 

LE  .SON  64  LESSON  33 

EXERCISE  1  EXERCISE  1 


106    TEACHERS'  MANUAL  OF  RATIONAL  TYPEWRITLNG 


THZ  CIRAHD  IIATIOUAL  EAIOC 

Joaeph  Wayne,  Jr.  Frtaident       Sran  Randolph,  Vice  Praaldcnt 

Charlea  K.   Aahton,  Caahier       A.  w.  Plckford,  Aaa't.  Caaniar 

Alfred  Barra'.t,  Aaa't.  Caahler 

Phlladelifcia,  Pennaylvania 

June  30.  1916 

tSSOURCES 

Loana  and  Investmenta $46,929,810.16 

Custoners'  liability  under  lettera 

of  credit 93,618.76 

Cuatomers'    liability  acoounl   of 

acceptancea £16,066.00 

Due  froo  banlca e,2i9,991.26 

Exchange  for  clearing  house 2  .b6t  ,8C6.~2 

Cash  and  reserve 11  .eii  !9«2  "a 

»69,9&3,2e£.eS 

LIA£ILITIZS 

Capital $2,000,000.00 

Surplua  and  profits 4,96?  ,t  45  .40 

Circulation 1 ,0'?8,000.00 

Letters    of  credit   issued  to  custosera 93,6ie.''6 

Acceptances  baaed  on   loporta  and  exporta £18,0&6.00 

Deposita 61 .396.06t.S2 

»69,983,2et.68 


FORM  OF  BANK  STATEMENT 

REVISED  EDITION  M  OF  H  EDITION 

LEvSSON  64  LESSON  SS 

EXERCISE  2  EXERCISE  2 


KEYS  TO  CONSTRUCTIVE  EXERCISES 


107 


FOURTH  STREET  NATIONAL  BANK 
Philadslphia,  Pennsylvania 

June  30,  1916 

R3S0URCES 

Loans  and  discounts 540,651,841.32 

Customers*  liability  under  letters 

of  credit 2  ,097  ,345  .51 

Due  from  baria 8,259,419.33 

Exchanges  for  clearing  house 1,348,5  49.1'' 

Cash  and  reserve 14  ,^-62  ,660.83 

c3S,920.016.16 

LIABILITIES 

Capital   Btook s   3,000,000.00 

Surplus   and  net    profits 6  ,660  ,443.73 

Reserved  for   taxes 10  ,000.00 

Circulation 491,6  00.00 

Letters    of   credit    i33M  =  1    t.   r,i-,  t --ers  .  .  .      2,098.828.86 

Deposits 54  ,659  .243.57 

£66,920,016.16 


FORM  OF  BANK  STATEMENT 


REVISED  EDITIOiX 
LESSON  64 
EXERCISE  S 


M  OF  H  EDITION 
LESSON  33  • 
EXERCISE  3 


108    TEACHERS'  MANUAL  OF  RATIONAL  TYPEWRITING 


IIZLLOM  HATIOHAL  BaHX 
Pittsburgh.    PanniylTanl* 


Jun*  30.    1916 

RESOURCKS 

Loan,   bonds,  and   Investment   sscurltles .  .    .(£6  ,e''4,''44.l4 

Orsrdrsfts 13.01 

CMh ■.696.696.1"> 

Sue  f ro«  banks  .  17  .362  .•'22.33 

t91    9i4    1''4   66 

LIABILITIES 

Capital 16,000,000.00 

Surplus  and  undivided  profits 3,609,602.32 

RsBsrTSd  for  depreciation     ato 316, 766.66 

Circulating  notes 3, 41'', 99'. 60 

Deposits '76.T09.eO6. 9"' 

|»i!«.4!i'?4.& 


FORM  OF  BANK  STATtMl.NT 

REVISED  EDITION  M  OF  H  EDITION 

LESSON  64  LESSON  83 

EXERCISE  4  EXERCISE  4 


KEYS   TO   CONSTRUCTIVE   EXERCISES  109 


THE  MARINE  NATIOUAL  BAIJK  OF  BUFFALO 
Buffalo,    Hew  York 

June  30,    1916 

240th  Statement 

RE30URCSS 

Demand  loane S  9,594,458.15 

Time  loans 26  ,389  ,''04.88 

United  States  Bonda 5  ,101,000.00 

Bonds   and  aeouritiee 18,505  ,381.98 

Banking  house  and   lot 1 ,5  00,000.00 

Cash  on  hand  and  with  banks 14  ,963.578.46 

$76,074,123.47 

LIABILITIES 

Capital $5  ,000,000.00 

Surplus *. 4  ,  000  ,  000 .  00 

Undivided  profits 

(Dividend  $200,000.00  paid  June  30)..     471,496.62 

Reserve  for  taxes 61 ,635  .29 

Circulation 4,987,012.50 

Deposits 61  .553.980.06 

$76,074,133.47 


Deposits  Juns  30,  1916. . .$61 ,553,980.06 .. . 
Deposits  June  30,  1915...  44,619,321.21... 

Increase $16,934  ,65  6.85 


FORM  OF  BANK  STATEMENT 

REVISED  EDITION  M  OF  H  EDITION 

LESSON  65  LESSON  33 

EXERCISE  1  EXERCISE  5 


110    TEACHERS'  MANUAL  OF  RATIONAL  TYPEWRITLNG 


FIRST  WATKKU.  EAKK 
Cl«v«ikn<l.  Ohio 

S*.>*«zent  Of  Condition,  June  20.  19^6 


Loam  end  irvcitDtnts <5S  ,046,066.10 

Overdraft* 7,864.99 

United  Stateo  Bonda. 471 ,000.00 

B«nJi  building ....     "'60,000.00 

Caeh  and  due  f  ron  tania  .  .           . .  19,102.657.44 

Conimercial   and  travollare'    letter*;.    .... 

of   credit    teaued 434,436.20 

Ikie  from  Federal  Raaerv*  BarJt. 1 .699  06.-<.g3 


»i7,6ll,0(>0.iV 


LIABILITIES 


Capital    Block *  .f  2,S0O.0OO  00 

Surplue   and  profita...  2,289,911  66 

Circulation J''!, 000  00 

DepOBite t.   269.730  4t 

United  Statea  Bond  Account.  4'')  ,000  Or 

Vnueeo   lettera   of  credit..  434  4S8.2S 

Provident   Reeerve  Fund  00,000  Jf 

Reaerve   for  dividend  due  Ju.ly  1  l<<i6      .                   7t  'OuC.OO 

»i-  tJ)    080  S7 


FORM  OF  BANK  STATEMENT 

REVISED  EDITION  M  OF  H  EDITION 

LESSON  65  LESSON  S3 

EXERCISE  2  EXERCISE  6 


KEYS  TO   CONSTRUCTIVE  EXERCISES  m 


EoSZX   COUOTY  NATIONAL  BANK 
Newark.   New  Jersey 

June   30,    1916 

Loans   and  di80  0ur.*-0 $   7, 641, 484. 79 

Bonds   and   inves'inente 2,363,621.00 

Banking  House 500,000.00 

Casn,  ind  dua  from  banks 3,714.233.94 

$14,219,339.73 

LIABILITIES 

Capital   stock   paid   In $   1,000,000.00 

Surplus   and   profits 1 ,682  ,560  30 

Circulation 374.997.50 

Deposits 11 .161 .761.93 

$14,219,339.73 


OFJICERS 

Charles   L     Farrell ,    President      Frank  B.    Adams.    Vice  President 

Benjamin  Atba,    Vice   President      George  F.    Reeve,    Vice  President 

A     F.   R.   Uartin,  Cashier 


FORM  OF  BAN^  STATEMENT 

REVISED  EDITION  M  OF  H  EDITION 

LESSON.  65  LESSON  33 

EXERCISE  3  EXERCISE  7 


112    TEACHERS'  MANUAL  OF  RATIONAL  TYPEWRITING 


nv  YORK  STATE  HATIOHAl  BAHC 
Albftny.  Nm  York 

Jun«  30,  1916 

RZS0URCE3 

Loana  and  diaeounta $  6.106,202.08 

Bonda  and  Invaatnianta 7,604,2S3.19 

Raal  aatata 271,678.66 

Caah  and  dua  from  banks 6  .636. 162 .20 

LIABILITIS3 

Capital  atook  paid  in |   600, OOC  .00 

Surplua  and  proflta 647,71:^.66 

Cireulatlon 2S0,000.00 

Sapoaita: 

IndlTiduaU •  7  ,991 ,036-67 

Banks 13,321,467.79 

Total 21.312.4BS.46 

122,710,196.12 

OmCBRS 

Lsdyard  Cogawsll  J.   Tovnasnd  Lanainc 

Praaldsnt  Vies  Praaidant 

Ledyard  Cogawsll,  Jr.  Caorgs  A.  Vhlts 

2d  Vlos  Praaidant  Casblar 

William  Bruoa  J.  Milton  RuaauE 

Aaalatant  Cashisr  Aaalatact  Casblar 
Xdvard  R.  Thorn 

Aaalatant  Casblsr 


FORM  OF  BANK  STATEMENT 

REVISED  EDITION  M  OF  H  EDITION 

LESSON  65  LESSON   33 

EXERCISE  4  EXERCISE  8 


KEYS  TO  CONSTRUCTIVE  EXERCISES 


113 


TOTALS   ON  BILLS   AND   STATEMENTS 
REVISED   EDITION 


Lesson 

Page 

Exercise 

Total 

55 

149 

1 

(model) 

$  14  28 

150 

2 

111  75 

150 

3 

197  50 

150 

4 

279  35 

150 

5 

288  25 

150 

6 

6  46 

150 

7 

9  70 

150 

8 

105  55 

150 

9 

28  00 

150 

10 

4  15 

150 

11 

8  96 

150 

12 

7  93 

150 

13 

3  30 

56 

151 

1 

(model) 

$  246  73 

152 

2 

797  50 

152 

3 

244  95 

152 

4 

29  11 

152 

5 

3  65 

152 

6 

93  25 

152 

7 

120  00 

152 

8 

1315  50 

152 

Q 

48  90 

57 

153 

Model 

$  618  75 

154 

1 

284  98 

154 

2 

192  30 

154 

3 

185  63 

154 

4 

10  00 

154 

5 

32  50 

154 

6 

60  00 

154 

7 

60  00 

154 

8 

209  50 

154 

9 

23  15 

154 

10 

1  85 

154 

11 

60  00 

154 

12 

42  85 

114    TEACHERS*   MANUAL  OF  RATIONAL  TYPEWRITING 


Lesson       Page 

Exercise 

Total 

58          155 

1 

(model) 

$  70  50 

156 

2 

(model) 

27  25 

157 

3 

150  25 

157 

4 

9  31 

157 

5 

16  50 

157 

6 

64 

157 

7 

70  97 

157 

8 

55  25 

157 

9 

21  50 

157 

10 

975  00 

157 

11 

38  25 

157 

12 

956  00 

157 

13 

1638  98 

157 

14 

225  00 

157 

15 

289  98 

157 

16 

34  00 

MEDAL  OF  HONOR  EDITION 

30           77 

1  (model) 

$  14  28 

78 

2 

111  75 

78 

3 

197  50 

78 

4 

279  35 

78 

5 

288  25 

78 

6 

6  46 

78 

7 

9  70 

78 

8 

105  55 

78 

9 

28  00 

78 

10 

4  15 

78 

11 

8  96 

78 

12 

7  93 

78 

13 

3  30 

31          79 

1  (model) 

$  246  73 

80 

2 

797  50 

80 

3 

244  95 

80 

4 

29  11 

80 

5 

3  65 

80 

6 

93  25 

80 

7 

120  00 

80 

8 

1315  50 

80 

a 

48  90 

DETAILED   SUGGESTIONS   FOR   HANDLING   THE 
MEDAL  OF  HONOR  EDITION 

The  Medal  of  Honor  Edition  of  Rational  Typewriting  is 
designed  to  meet  the  requirements  of  a  short,  intensive 
course  in  either  high  schools  or  business  schools.  As  out- 
lined in  the  following,  120  periods  of  forty -five  minutes  each 
are  required,  divided  as  follows: 

Sixty  periods  devoted  to  the  finger  board  technique; 
Twenty  periods  devoted  to  the  "Speed  Studies"; 
Forty  periods  devoted  to  the  business  correspondence,  business 
papers,  billing,  tabulation,  etc. 

In  private  business  schools,  where  two  periods  a  day — 
and  generally  longer  periods — are  devoted  to  the  subject, 
the  work  can  be  completed  according  to  the  outline  in 
twelve  weeks. 

In  high  schools,  where  generally  but  one  period  a  day  is 
devoted  to  the  work,  twenty-four  weeks  will  be  required. 
In  night  schools,  whose  students  are  generally  older  and 
possess  better  judgment,  or  where  an  even  briefer  course  is 
required,  the  Medal  of  Honor  Edition  will  be  found  remark- 
ably flexible.  By  reducing  the  amount  of  work  on  the  first 
twelve  lessons  to  one  line  of  practice  instead  of  two  on  each 
word,  the  time  may  be  cut  to  forty  periods,  without  impair- 
ing, in  most  cases,  the  thoroughness  of  the  work. 

It  is  not  recommended  that  the  time  on  the  "Speed  Stud- 
ies" be  reduced  beyond  the  point  suggested  in  the  outline 
(four  weeks);  but,'  in  the  remaining  lessons,  many  of  the 
exercises  can  be  eliminated  if  a  particularly  short  course  is 
found  desirable.     The  experienced  teacher  will  be  able  to 

115 


110    TEACHERS'   MAMAL  OF  RATIONAL  TVl'KWRITINr. 

make  such  adjustments  of  material  to  time  as  are  necessan', 
but  the  author  will  be  glad  to  correspond  with  teachers  and 
to  give  advice  in  the  rearrangement  of  the  schedule. 

The  outline  submitted,  it  should  be  remembered,  is  one 
that  will  meet  ordinary  conditions,  and  is  not  intended  to 
be  final.  The  teacher  will  be  able  to  adapt  the  outline  to 
varying  conditions,  especially  with  regard  to  the  "reviews," 
"quizzes,"  "examinations"  and  .so  on. 

In  order  to  avoid  the  duplication  of  "keys"  for  the  con- 
structive exercises  presented,  the  teacher  is  referred  to  the 
"keys"  for  the  Revised  Edition,  which  contains  references 
to  both  the  Revised  and  Medal  of  Honor  Editions. 

LESSONS  ONE  TO  TWELVE   (Inclusive) 

The  plan  of  the  first  twelve  lessons  in  the  Medal  of  Honor 
Edition  is  exactly  the  same  as  the  first  twelve  lessons  of  the 
Revised  Edition.  The  teacher  is  therefore  referred  to  the 
outline  for  the  Revi.sed  Edition  for  the  details  of  handling 
these  lessons.  Sixty  periods  of  forty-five  minutes  each  are 
required  to  complete  this  work. 

LESSONS  THIRTEEN  TO   SEVENTEEN   (Inclusive) 
(20  periods) 

Speed  Studies :  For  detailed  suggestions  for  handling  see 
the  same  subject  under  the  outline  for  the  Revised  Edition. 
Twenty  periods  of  forty-five  minutes  each  are  re(}uired  for 
this  work. 

Introduction  to  Business  Correspondence:  The  teacher 
should  not  only  make  a  thorough  study  of  the  introduction, 
but  should  see  that  his  students  understand  the  fundamen- 
tals of  the  subject.  This  can  be  brought  about  by  a  full  dis- 
cussion of  the  subject  and  blackboard  illustrations.  The 
subjects  of  tabulation  and  Remington  Self-starter  are  dis- 
cu.s.sed  in  the  outline  for  the  Revised  Edition. 


MEDAL  OF  HOxNOR  EDITIOxX— SHORT  COURSE        117 

EIGHTEENTH   LESSON  (Two  periods) 
Require  one  copy  each  of  Model  I  and  the  five  construction  exercises. 

NINETEENTH   LESSON  (Two  periods) 
On  this  and  Lessons  20-25  inclusive  follow  the  same  plan  as  outlined  for 
the  eighteenth  lesson. 

TWENTIETH   LESSON  (Two  periods) 

TWENTY-FIRST   LESSON  (Two  periods) 

TWENTY-SECOND    LESSON  (Two  periods) 

TWENTY-THIRD    LESSON  (Two  periods) 

TWENTY-FOURTH   LESSON  (Two  periods 

TWENTY-FIFTH   LESSON  (Two  periods) 

TWENTY-SIXTH   LESSON  (Two  periods) 

See  the  thirty-second  lesson  in  the  Revised  Edition  outline  for  discussion 

and  method  of  handling. 

TWENTY-SEVENTH   LESSON  (Two  periods) 
See  the  thirty-fourth  lesson  in  the  Revised  Edition  outline  for  a  discussion 
of  the  subject  of  "Rough  Draft." 

TWENTY-EIGHTH   LESSON  (Two  periods) 
TWENTY-NINTH   LESSON  (Two  periods) 
See  discussion  of  "Directing  Envelopes"  in  the  thirty-sixth  lesson  t  f  the 
Revised  Edition  outline. 

THIRTIETH  LESSON  (Two  periods) 
See  "Introduction    to   Tabulation   and    Billing"  preceding   the   fjfty-fifth 
lesson  in  the  Revised  Edition  outline. 

THIRTY-FIRST   LESSON  (Three  periodc) 

THIRTY-SECOND   LESSON  (Two  periods) 

THIRTY-THIRD   LESSON  (Two  period;:) 

THIRTY-FOURTH   LESSON  (Two  periods) 

See  discussion  of  manuscripts,  business  and  law  papers.  Lessons  46  and 

67  in  the  outline  for  the  Revised  Edition. 

THIRTY-FIFTH   LESSON  (Two  periods) 
THIRTY-SIXTH   LESSON  (Two  peric  ds) 


DETAILED   OUTLINE   OF  A   COURSE   IN   RATIONAL 

TYPEWRITING— 150   PERIODS   OF  45 

MINUTES   EACH 

MEDAL    OF  HONOR   EDITION 

(This  course,  which  was  outlined  for  the  rehabilitation  work  of  the  Federal 
Board  for  Vocational  Education,  is  designed  to  give  the  student  a  commercial 
working  knowledge  of  typewriting.) 

SUGGESTED  COURSES 

In  arranging  the  course  the  following  points  were  given 
consideration : 

Scope :    Five  Units. 

First  Unit:  Mastery  of  the  keyboard  and  a  working  fa- 
miliarity with  the  various  parts  of  the  machine,  sufficient  to 
qualify  the  operator  to  write  simple  letters,  make  carbon 
copies,  and  direct  envelopes. 

Estimated  time  required:  Two  forty-five-minute  periods 
a  day  for  thirty  days. 

Second  Unit:  Speed  drills.  Practice  from  simple  printed 
matter  until  a  speed  of  at  least  115  strokes  a  minute  is 
attained  with  a  margin  of  error  of  one  stroke. 

No  estimate  as  to  time  required.  Personal  equation 
varies. 

Third  Unit:  Practice  on  various  letter  forms,  addressing 
envelopes,  and  copying  simple  literary  articles. 

Time  required:  Two  forty-five-minute  periods  for  ten 
days. 

118 


MEDAL  OF  HONOR  EDITION 


119 


Fourth  Unit:     Practice  on  business  and  legal  documents. 

Time  required;  Two  forty-five-minute  periods  for  ten 
days. 

Fifth  Unit:     Tabulating  and  Rough  Draft. 

Time  required:  Two  forty -five-minute  periods  for  ten 
days. 

Note:  It  is  recommended  that  while  the  learners  are  en- 
gaged on  units  3,  4,  and  5,  ten  minutes  each  period  be  de- 
voted to  copying  simple  printed  matter. 

OUTLINE   OF   COURSE 

First  Unit:    60  periods  of  45  minutes  each. 

(Mastery  of  the  keyboard,  and  a  working  familiarity  with 
the  various  parts  of  the  machine;  simple  letters;  carbon 
copies;  directing  envelopes.) 


First  Period 


Second  Period 


Third  Period 


(c)    Explanation  of  machine  and  necessary  work- 
ing parts  mentioned  on  page  5 

(b)  Explanation  of  keyboard  uaing  charts  on  page 

4,  and  the  machine  itself  for  furthef  illus- 
tration 

(c)  Position  at  machine,  pages  5,  6 

(d)  Touch  and  fingering,  page  6 

(e)  How  to  begin,  pages  C,  7 

(f)  Explanation  of  finger  divisions  in  a  general 

way,  with  special  reference  to  the  central 
division 

(g)  Preliminary     practice     in     acquiring     touch 

(Striking  keys) 

(a)  Review  previous  period's  work 

(b)  Drill  on  memorizing  central  division 

(c)  Writing  first  exercise,  page  8 

(a)  Review  on  location  of  keys 

(b)  Drills  on  striking  different  keys 

(c)  Second  exercise,  page  8 


120    TEACHERS'   MANUAL  OF  RATIONAL  TYPEWRITING 


Fourth  Period  (a)  Drills  in  locating  keys 

(b)  Rhythm  drills 

(c)  Words  of  high  frcquencj',  page  7 

(d)  Third  exert-isc,  page  8 

Fifth  Period  (a)  Explanation  of  second  finger  <!i  vision 

(b)  Memorizing  new  keys 

(c)  Preliminary  drills  in  locating  keys 

(d)  First  exercise,  page  10 

Sixth  Period  (a)  L'jcation  and  rhythm  drilU 

(b)  Second  exercise,  page  10 

Seventh  Period  (a)  Features  of  machine,  page  9 

(b)  Third  exercise,  page  10 

Eighth  Period  (a)  High  frequency  words,  page  9 

(b)  Supplementary  exercise,  pa^:'.-  9 

Ninth  Period  (a)  Explanation  of  third  finger  division 

(b)  Preliminary  drill  on  third  finger  keys 

(c)  First  exercise,  page  12 

Tenth  Period  (a)  Location  and  rhythm  drilU 

(b)  Second  exercise,  page  1£ 

(c)  Words  of  high  frequency,  page  1 1 

Eleventh  Period  (a)  Features  of  machine,  page  11 

(b)  Third  exercise,  page  12 

(c)  Special  third  finger  exercise,  page  11,  writing 

one  line  of  each  word  only 

Twelfth  Period  (a)  Instruction  and  preliminary  excniM-.  !>.•..  ii 

(b)  First  exercise,  page  14 

Thirteenth  Period  (a)  Location  and  rhythm  drills 

(b)  Second  exercise,  page  14 

(c)  High  frequency  wonls,  page  13 

Fourteenth  Period  (a)  Features  of  machine,  page  1') 

(b)  Third  exercise,  page  14 

(c)  Supplementary  exercise,  page  13,  one  line  of 

each  word  only 


MEDAL  OF  HOx\OR  EDITION 


Ul 


Fifteenth  Period 


Sixteenth  Period 


Seventeenth  Period 


Eighteenth  Period 


Nineteenth  Period 


Twentieth  Period 


Twenty-first  Period 


Twenty-second  Period 
Twenty-third  Period 


(a)  Instructions  and  suggestions,  page  15 

(b)  Capital  letters,  page  15 

(c)  First  exercise,  page  16 

(a)  Rhythm  drills 

(b)  Words  of  high  frequency,  page  15 

(c)  Second  exercise,  page  16 

(a)  Features  of  machine,  page  15 

(b)  Third  exercise,  page  16 

(c)  Supplementary  exercise,  page  15,  one  line  of 

each  word  only 

(a)  Instructions  and  suggestions,  page  17 

(b)  First  exercise,  page  18 

(c)  Words  of  high  frequency    page  17 

(a)  Supplementary  exercise,  page  17 

(b)  Second  exercise,  page  18 

(a)  Parts  of  machine,  page  17 

(b)  Third  exercise,  page  18 

(a)  Study    Instructions    and    suggestions,    page 

19 

(b)  First  exercise,  page  20 

Second  exercise,  page  20  ^, 

(a)  Location  and  rhythm  drills 

(b)  Third  exercise,  first  two  sentences,  page  20 


(Note:  Beginning  with  this  exercise,  an  effort  should  be  made  to 
increase  speed.  Each  of  the  sentences  should  be  written  at  least  ten  times. 
The  exercise  can  be  completed  in  the  forty-five-minute  period  if  the  student 
can  average  10  words  a  minute.  The  first  group  of  figures  in  the  parenthe- 
sis indicates  the  number  of  words  in  the  sentence;  the  figures  following  the 
hyphen,  the  average  number  of  strokes  in  a  word.  The  sentences  may  be 
used  for  speed  drills.  It  would  be  well  for  the  student  to  practice  each  of 
the  long  words  in  each  sentence  a  few  times  before  writing  the  complete 

sentence.) 

(c)  Assign  for  study  "Numerals,"  page  19.  The 
class  group  should  be  questioned  on  this  at 
the  next  recitation 


122    TEACHERS'   MANLAL  OF    KATIONAL   TYPKUUITING 
Twenty-fourth  Period 


Twenty-fifth  Period 
Twenty-sixth  Period 


(a) 
(b) 
(c) 

(•) 

a)) 

(a) 
(b) 


Twenty-seventh  Period    (a) 

(b) 
Twenty-eighth  Period 


Twenty -n-nth  Period 
Thirtieth  Period 

Thirty-first  Period 

Thirty-second  Period 

Thirty-third  Period 
Thirty-fourth  Period 

Thirty-fifth  Period 

Thirty-sixth  Period 
Thirty-seventh  Period 

Thirty-eighth  Period 


(a) 
(b) 

(a) 
(b) 

(a) 

(b) 

(a) 
(b) 

(a) 

(b) 

(a) 
(b) 

(a) 
(b) 


(a) 

(b) 

(a) 
(b) 


Quiz  on  "Numerals,"  page  19 
Words  of  high  frequency,  page  19 
Third  exercise,  third  sentence,  page  £0 

Study  Eighth  Lesson,  page  21 
First  exercise,  page  22 

Words  of  high  frequency,  page  21 
Diftafion  drills  on  words  of  high  frequency, 
page  21 

Second  exercise,  page  22.     Repeat  as  many 

times  as  the  time  permits 
Study  "Numerals,"  page  21 

Quiz  on  "Numerals,"  page  21 

Speed  drills  on  third  exercise,  page  22 

Instructions  and  suggestions,  page  23 
Words  of  high  frequency,  page  23 

Dictation  drills  on  words  of  high  frequency, 

page  23 
First  exercise,  page  24 

Second  exercise,  page  24 
Study  of  "Spacing  after  Pimctuation  Marks," 
page  23 

Quiz  on  "Spacing  after  Punctuation  Maries," 

page  23 
Speed  drills  on  third  exercise,  page  24 

Instructions  and  suggestions,  page  23 
Words  of  high  frequency,  page  2.5 

Dictation  drills  on  words  of  high  frequency, 

page  25 
First  exercise,  page  26 

Second  exercise,  page  26 

Third  exercise,  page  2G 

Study  "Things  You  Ought  to  Know,"  page 

25 
Speed  drills  on  fourth  exercise,  page  26 

Instructions  and  suggestions,  page  27 
Words  of  high  frequency,  page  2T 


Thirty-ninth  Period 
Fortieth  Period 

Forty-first  Period 
Forty-second  Period 

Forty-third  Period 

Forty-fourth  Period 
Forty-fifth  Period 
Forty-sixth  Period 
Forty-seventh  Period 

Forty-eighth  Period 


MEDAL  OF  HONOR  EDITION 

First  exercise,  page  28 


123 


Forty-ninth  Period 

Fiftieth  Period 

(a) 

(b) 

Fifty-first  Period 

(a) 

(b) 

Fifty-second  Period 

(a) 

(b) 

(a)  Dictation  drills  on  words  of  high  frequency, 

page  27 

(b)  Second  exercise,  page  28 

Third  exercise,  page  28 

(a)  Study  "Things  You  Ought  to  Know,"  page  27 

(b)  Speed  drills  on  fourth  exercise,  page  28 

(a)  Instructions,  page  29 

(b)  First  section,  words  of  high  frequency,  page  29 

First  exercise,  page  30 
Second  exercise,  page  30 
Third  exercise,  page  30 

(a)  Second  section,  words  of  high  frequency,  page 

29 

(b)  Fourth  exercise,  page  30 

One  correct  copy  of  "Spacing  after  Punctua- 
tion Marks,"  page  23 

One  copy  of  "Things  You  Ought  to  Know," 
page  25 


Copy  the  following  from  "Things  You  Ought 
to  Know,"  page  27,  paragraphs  1,  2,  7,  8,  10 

Make  copy  of  "Things  You  Ought  to  Know," 
page  29 

Study  "Introduction  to  Business  Correspond- 
ence," page  41 

Study  and  make  one  correct  copy  of  letter  on 
page  45 

Study  "Folding  Letters,"  page  42 
Using  Style  Study  I,  page   45,  as   a   model, 
copy  letters  given  in  first  and  second  exer- 
cises, page  46 
Repeat,  if  necessary,  until  well  arranged,  cor- 
rect copies  are  produced 


124     TEACHERS'  MANUAL  OF  RATIONAL  TYPEWRITLNG 


Fifty-third  Period 

(a) 

(b) 

Fifty-fourth  Period 

(a) 

(b) 

Fifty-fifth  Period 

Fifty-sixth  Period 

Fifty-seventh  Period 


Fifty-eighth  Period 


Fifty -ninth  Period 


Study  Self-starter  and  Tabulator  keys,  and 
uses,  pages  42,  43 

Using  Style  Study  I  as  a  guide,  rearrange  ex- 
ercises three,  four,  and  five,  page  40 

Study  "Manifolding,"  page  43 
Study  Style  Study  II,  page  47,  and  make 
one  copy.    Make  one  carbon  copy 

Using  Style  Study  II  as  a  guide,  rearrange 
exercises  one  and  two,  page  48.  Make  one 
carbon  of  each 

Prepare  exercises  three  and  four,  page  48,  in 
accordance  with  instructions  for  Fifty-fifth 
peri(xl 

(a)  The  teacher  will  instruct  the  class  group  as 

to  the  proper  form  for  a  personal  letter 

(b)  Write  a  personal  letter  of  your  own  composi- 

tion to  a  friend 

(a)  Study  "Directing  Envelopes,"  pages  7u,  71 

(b)  Direct  envelopes  according  to  addresses  given, 

page  72 

(a)  Study  "Illustration  of  the  Finished  Letter," 

page  63 

(b)  Write  a  personal  letter,  making  one  c\rb:>n 

copy 


Second  Unit:  Speed  Drills.  Practice  from  simple  mat- 
ter until  a  speed  of  at  least  125  strokes  a  minute  is  attained, 
with  a  margin  of  error  of  one  stroke. 

Time:  Indefinite,  as  the  personal  equation  varies.  (Note: 
Probably  a  majority  of  the  students  who  intelligently  have 
gone  over  the  part  of  the  textbook  outlined  in  the  fore- 
going, will  have  acquired  a  speed  approximating  the  stand- 
ard established.  The  following  speed  drills  will  be  valuable 
chiefly  in  greatly  increasing  that  speed.) 

OutUne  of  Program:  The  student  should  make  a  study 
of  the  points  covered  in  "Introduction  to  Speed  Studies," 
beginning   page   31.      This    will    prepare    the    student    for 


MEDAL  OF  HONOR  EDITION  125 

the  problem  before  him.  The  work  for  speed  drills  is  pre- 
sented fully  in  Lessons  13-17  inclusive,  of  Rational  Type- 
writing, Medal  of  Honor  Edition. 

Method  of  Handling  the  Speed  Studies:  Beginning  with 
the  first  exercise  on  page  34,  the  work  should  be  assigned  for 
practice,  and  the  exercise  repeated  until  the  indicated  speed 
is  reached. 

On  this  section  the  teacher  will  have  an  opportunity  to 
put  into  operation  the  competitive  speed  drills  mentioned  in 
the  Teachers'  Manual. 

Thirty  to  forty  periods  profitably  can  be  put  on  this  sec- 
tion of  Rational  Typewriting.  The  value  of  emphasis  on 
this  part  of  the  technique  of  typewriting  is  not  altogether 
appreciated  by  teachers.  The  object  of  introducing  the 
"Speed  Studies"  at  this  time  is  to  develop  a  smooth,  flow- 
ing style  of  operation  of  the  keyboard — to  transfer  this  oper- 
ation, in  fact,  to  the  reflex — before  the  student's  attention  is 
diverted  to  the  matter  of  arrangement  of  business  letters 
and  various  documents.  The  tendency,  when  the  student 
reaches  letters  and  matter  requiring  judgment  in  arrange- 
ment, is  to  slow  down.  If  he  has  already  acquired  autom- 
atism— or  approximate  automatism — in  operating  the  key- 
board, the  problem  of  arrangement  is  greatly  simplified. 

Third  Unit:  Practice  on  various  letter  forms,  addressing 
envelopes,  and  copying  simple  literary  articles. 

Time  required:  Two  forty -five-minute  periods  for  ten 
days — 20  periods. 

OUTLINE 

First  Period  (a)    Review   the   "Introduction   to   Business   Corre- 

spondence," page  41 

(b)  Copy  Style  Study  II,  page  47 

(c)  First  and  second  exercises,  page  48 

Second  Period  Third  and  fourth  exercises,  page  48 


126    TEACHERS'  MANUAL  OF  RATIONAL  TYPEWRITLN'G 


Third  Period 

Fourth  Period 
Fifth  Period 
Sixth  Period 
Seventh  Period 
Eighth  Period 
Ninth  Period 

Tenth  Period 
Eleventh  Period 

Twelfth  Period 
Thirteenth  Period 
Fourteenth  Period 
Fifteenth  Period 
Sixteenth  Period 
Seventeenth  Period 
Eighteenth  Period 

Nineteenth  Period 
Twentieth  Period 


(a)  Style  Study  IH,  page  49 

(b)  First  exercise,  page  50 

Second  and  Third  exercises,  page  50 

Style  Study  IV,  page  51 

First  and  second  exercises,  page  52 

Style  Study  V,  page  53 

First,  second,  third,  and  fourth  exercises,  page  54 

(a)  Style  Study  VI,  page  55 

(b)  First  exercise,  page  56 

Second  and  third  exercises,  page  56 

(a)  Style  Study  VII,  page  57 

(b)  Second  exercise,  page  58 

First  and  third  exercises,  page  58 
Style  Study  VIII,  pages  59,  00 
First  exercise,  page  61 
Second  exercise,  page  01 
Third  exercise,  page  62 
Telegraphic  Messages,  pages  64,  65 

(a)  Review    "Folding    Letters,"     "Postal    Cards," 

page  42 

(b)  Original  letters 

(a)  Review  "Tabulator"  and  "Self-starter,"  page  42 

(b)  Review  "Directing  Envelopes,"  pages  70,  71 

(c)  Direct  envelopes,  page  72 

(a)  Study  "Characters  Not  on  the  Keyboard,"  page 

72 

(b)  Write  the  following  letters,  making  one  carbon 

of  each;  prepare  envelope,  get  them  signed  by 
the  teacher;  fold  properly,  ready  for  mailing: 
pages  47,  49,  51 


Fourth  Unit:    Practice  on  business  and  legal  documents. 

Time:     Two  forty-five-minute  periods  for  ten  days — 20 

periods. 

OUTLINE 

(Note:    In  order  to  avoid  tlie  slowing  up  of  speed  on  this  kind  of  mat- 
ter, it  is  recommended  that  alternate  periods  be  devoted  to  speed  work. 


MEDAL  OF  HONOR  EDITION 


127 


Magazine  articles  or  any  suitable  material  may  be  used.  "Shorthand  Dic- 
tation Drills"  contains  specially  selected  material  for  this  purpose.  It  is 
printed  in  large  type  to  make  copying  easy.) 


First  Period 

(a) 

Study  pages  85, 

86    Eleventh  Period 

Page  92 

(b) 

Copy  page  87 

Twelfth  Period 

Speed  drills 

Second  Period 

Speed  drills 

Thirteenth  Period 

Page  93 

Third  Period 

Page  88 

Fourteenth  Period 

Speed  drills 

Fourth  Period 

Speed  drills 

Fifteenth  Period 

Page  94 

Fifth  Period 

Page  89 

Sixteenth  Period 

Speed  drills 

Sixth  Period 

Speed  drills 

Seventeenth  Period 

Pages  95,  96 

Seventh  Period 

Page  90 

Eighteenth  Period 

Speed  drills 

Eighth  Period 

Speed  drills 

Nineteenth  Period 

Speed  drills 

Ninth  Period 

Page  91 

Twentieth  Period 

Speed  drills 

Tenth  Period 

Speed  drills 

Fifth  Unit:    Time:    Two  forty-five-minute  periods  for  10 
days — 20  periods. 

TABULATING   AND   ROUGH   DRAFT 
OUTLINE 

First  Period  Page  66 

Second  Period  Page  67 

Third  Period  Page  68 

Fourth  Period  Page  69 

Fifth  Period  (a)  Study  and  discuss  pages  73,  74,  75 

(b)  Copy  illustration  No.  3,  page  74 

Sixth  Period  First  exercise,  pages  81,  82 

Seventh  Period  (a)  Second  exercise,  page  82 

(b)  First  exercise,  page  83 

Eighth  Period  Second,  third,  and  fourth  exercises,  page  83 

Ninth  Period  Fifth  and  sixth  exercises,  page  84 

Tenth  Period  Seventh  and  eighth  exercises,  page  84. 

Eleventh  Period  (a)    Study  "Tabulation  Studies,"  "Bills  and  State- 

ments," "Methods  of  Billing,"  page  76 
(b)    Copy  page  77 


128    TEACHERS*   MANUAL  OF  RATIONAL  TYPEWRITLNG 

Twelfth  Period  Exercises  i,  3,  page  78 

Thirteenth  Period  Exercises  4,  5,  page  78 

Fourteenth  Period  Exercises  6,  7,  page  78 

Fifteenth  Period  Exercises  8,  9,  10,  page  78 

Sixteenth  Period  Exercises  11.  12,  13,  page  78 

Seventeenth  Period     (a)  Page  79 

(b)  Exercise  9,  page  80 

Eighteenth  Period  Exercises  6,  7,  8,  page  80 

Nineteenth  Period  Exercises  3,  4,  5,  page  80 

Twentieth  Period  Exercise  2,  page  80 
(Xote:    10  minutes  of  each  of  the  periods  to  be  devoted  to  "Speed  Drills.") 


OUTLINE  FOR  A  TWENTY-FOUR  WEEKS'   COURSE 
RATIONAL  TYPEWRITING   METHOD 

SINGLE   KEYBOARD   EDITION 
One  period  daily  of  forty-five  minutes 

1.  The  first  twelve  lessons  are  intended  to  give  a  thorough 
command  of  the  keyboard. 

2.  The  next  six  lessons  cover  the  subject  of  business  cor- 
respondence, furnishing  an  ample  drill  in  forms  and  arrange- 
ments and  also  giving  the  practice  necessary  for  developing 
speed. 

3.  The  next  six  lessons  deal  with  law  forms  and  can  b» 
assigned  at  the  discretion  of  the  teacher. 

4.  The  next  six  lessons  deal  with  tabulation.  This  should 
be  made  compulsory. 

First  Week: 

(a)  An  explanation  of  the  typewriter — its  various  parts,  with  illustra- 

tions and  demonstrations. 

(b)  The  writing  position  at  the  machine  with  a  demonstration  of  the 

proper  posture  of  the  body;  the  correct  position  of  the  hands  and 
arms  (see  illustrations  1  and  2  on  page  11). 

Practice  on  the  following  features : 
Inserting  and  removing  the  paper 
Spacing  and  beginning  a  new  line 
Releasing  the  carriage 
Operating  the  space  bar 
The  importance  of  the  guide  keys 

Particular  attention  should  be  paid  to  an  explanation  of  the  way  the 
matter  is  arranged  on  the  page.    In  the  first  lessons,  half  sheets 
should  be  used  instead  of  full  size. 
129 


130    TEACHERS'   MANUAL  OF  RATIONAL  TYPEWRITING 

(c)  An  explanation  of  the  "touch"  with  demonstrations.     A  demon- 

stration of  the  proper  finger  action    (see   illustrations  S  and   4, 
page  12). 

(d)  An  explanation  of  the  keyboard  charts  and  how  they  are  to  be  used 

by  the  student.     Drill  on  memorizing.     Practice  in  making  the 
various  reaches. 

(e)  "How  to  Begin,"  as  explained  on  page  13. 

(f)  Practice  on  the  regular  exercises  of  the  lesson,  page  14.    Five  copies 

of  each  exercise. 

(g)  Practice  the  fingering  exercises  for  Lesson  One  given  on  page  101; 

two  lines  of  each  combination. 

(h)    The  following  sentences  may  be  introduced: 

Buy  my  rug.     Try  my  gun.     Bum  my  furry  mu£f.     Tr>'  my 
hymn.    Hu  hurt  my  thumb.    Bury  my  ruby  rug.     Hunt  my 

gum. 

In  practicing  the  sentences  capitals  and  punctuation  may  be  omitted. 

Second  Week: 

(a)  Review  drill  on  the  first  keyboard  division  in  order  that  the  student 

may  be  sure  he  knows  the  exact  location  of  each  letter. 

(b)  New  features  of  machine  to  be  learned  (see  page  1.5). 

(Note:    If  the  periods  are  short,  this  lesson  may  be  dinded  up 
into  as  many  sections  as  are  necessarj-.) 

(c)  An  explanation  of  the  new  section  of  the  keyboard  to  be  learned. 

Practice  on  memorizing.      Practice  on  making  the  reaches. 

(d)  Practice  on  Exercises  1  and  2,  page  16 — five  copies. 

(e)  Reviews  on  touch  and  the  features  of  the  machine  learned  in  Lesson 

One. 

(f)  Practice  on  the  words  given  in  the   supplementary   exercise — two 

lines  of  each  word. 

Third  Week: 

(a)  Review  first  and  second  finger  keyboard  sections  of  Lessons  One 

and  Two. 

(b)  New  features  of  machine  (page  17),  and  review  fe«ture«  learned  in 

previous  lessons. 


OUTLINES  FOR  SINGLE  KEYBOARD  EDITION)       131 

(c)  Memorizing  of  the  new  section  of  the  keyboard  (see  exercise  on  page 

17 — two  Hnes  of  each  word;  half  sheets  to  be  used;  one  column  will 
fill  a  half-page) . 

(d)  Practice  in  making  the  reaches  to  the  new  keys. 

(e)  Practice  on  the  regular  exercises  of  the  lesson;  each  exercise  to  be 

written  five  times;  half  sheets  to  be  used. 

(f)  Special  practice  on  third  finger  exercise  (page  17);  arrange  and  prac- 

tice as  outlined  for  supplementary  exercise  in  Lesson  Two. 

(g)  Practice  on  Supplementary  Exercise  (page  17). 

Fourth  Week: 

(a)  New  features  of  machine  to  be  learned  (page  19);  and  review  parts 

learned  in  previous  lessons. 

(b)  Memorize  the  new  section  of  the  keyboard. 

(c)  Explanation  and  illustration  of  proper  method  of  keeping  first  fin- 

ger touching  the  keys  "f"  and  "j"  while   operating   the  fourth 
finger  keys. 

(Demonstrate.) 

(d)  Practice  on  Exercises  1  and  2,  page  20;  five  copies  of  each  exercise; 

use  half  sheets. 

(e)  Practice  on  the  supplementary  exercises  as  outlined  in  previous  les- 

sons. 

(f)  Practice  the  fourth  lesson  fingering  exercise  on  page  102. 

Fifth  Week: 

(a)  New  features  of  machine  to  be  learned  (page  21)  with  a  thorough 

review  of  previous  features. 

(b)  Explanation  and  demonstration  of  method  of  making  capital  letters. 

Practice  in  striking  various  capitals  as  outlined  on  page  21. 

(c)  Practice  on  Exercises  1  and  2,  page  22;  five  copies  of  each  on  half 

sheets. 

(d)  Practice  on  Supplementary  Exercises,  page  21,  as  outlined  in  the 

book. 

(e)  Practice  the  fingering  exercise  on  page  102. 


134    TKACHERs    MANUAL  OF   RATIONAL  T'i  I'KW  Kl  I  LNXJ 

Sixth  Week: 

(a)  Practice  on  new  features  of  machine  to  Ix*  learned. 

(b)  Practice  on  characters  not  on  the  keyboard. 

(c)  Urill  on  maiiing  reaches  to  various  letters. 

(d)  Practice  on  Exercises  I  and  2,  page  44;  five  copies  of  each  on  half 

sheets. 
(c)    Practice  on  Supplementary    Exercise,  page  iS,   as  previously  out- 
lined. 

(Note:    It  will  be  nec-essary  to  review  thoroughly  "a"  and  "b" 
later  in  the  course.) 

(f)  Practice  the  fingering  exercise  given  on  page  lOS. 

(g)  Make  up  a  budget  of  the  first  six  lessons.   (See  page  9  for  instructions.) 

Seventh  Week: 

(a)  Explanation  of  new  method  of  preparing  the  lessons.    (See  instruc- 

tions on  page  25.)    Full  sht^ets  arc  now  to  be  employed. 

(b)  A.ssign  for  study  "Numerals."     A  quiz  should  be  given  in  this  at 

the  next  lesson. 

(c)  Practice  on  Exercises  1,  2,  and  3,  page  26. 

(d)  A  copy  of  "Numerals,"  page  25,  should  be  assigned. 

(e)  Practice  fingering  drills  given  on  page  103. 

Eighth  Week: 

Follow  the  outline  given  for  the  seventh  week,  using  the  material  in 
the  eighth  lesson,  page  28. 

Practice  fingering  drills  given  on  page  104. 

Ninth  Week: 

(a)  Memorizing  upper  bank  of  keys. 

(b)  Practice  on  Exercises  1 , 2,  and  3,  page  30,  as  outlined  for  seventh  lesson. 

(c)  Drill  on  "Numerals,"  page  27 

(d)  Assign  for  study  "Spacing  after  Punctuation  Marks,"  page  -iiK 

(e)  Make  one  copy  of  "Spacing  after  Punctuation  Marks."  pagi*  2l>. 

(f )  Practice  on  fingering  drills  given  on  page  104. 


OUTLINES  FOR  SINGLE  KEYBOARD  EDITION        133 

Tenth  Week: 

(a)  Memorize  new  characters  on  upper  bank  of  keys. 

(b)  Practice  Exercises  1,  2,  and  3,  page  32,  as  outlined  in  Lesson  Seven. 

(c)  One  copy  of  "Things  You  Ought  to  Know,"  page  31.    A  quiz  on  this 

should  be  given  in  the  following  lesson. 

(d)  Practice  on  fingering  exercises  given  on  page  104. 

Eleventh  Week: 

(a)  Explanation  of  method  of  preparing  the  lesson. 

(b)  Drill  on  Exercises  1  and  2,  page  34;  five  copies  of  each  exercise. 

(c)  One  copy  of  "Things  You  Ought  to  Know,"  page  33.    Drill  on  this 

exercise  should  be  given  in  the  following  lesson. 

(d)  Make  up  a  budget  of  the  second  six  lessons.  (See  page  9  "Budgets.") 

Twelfth  Week: 

Follow  the  same  plan  as  outlined  for  the  eleventh  week,  using  the 
material  of  the  twelfth  lesson. 

Thirteenth  and  Fourteenth  Weeks:  By  the  time  the  student  has  reached 
this  point  his  operation  of  the  keyboard  should  be  fairly  automatic,  but 
he  will  not  be  able  to  write  at  a  rapid  speed.  It  is  desirable  to  introduce 
some  continuous  matter  for  repetition  practice  beginning  with  short 
paragraphs  and  finally  working  into  long  articles.  The  material  for  this 
purpose  can  be  obtained  from  "Shorthand  Dictation  Drills"  using  some 
of  the  first  letters  or  short  articles  which  have  already  been  gone  over  in 
the  shorthand  work. 

The  teacher  can  also  utilize  much  of  the  material  presented  in  "Speed 
Studies"  of  either  the  Revised  Edition  or  the  Medal  of  Honor  Edition 
of  Rational  Typewriting.  The  object  of  this  practice  is  to  give  the  stu- 
dent a  good  working  speed  before  he  encounters  the  work  of  business 
correspondence.  When  the  work  on  business  correspondence  is  begun 
the  student's  attention  will  be  focused  on  features  of  arrangement  and 
there  will  be  a  noticeable  slowing  up- in  speed  if  work  of  the  character 
outlined  above  is  not  introduced  here.  In  other  words,  the  student 
should  not  be  allowed  to  take  up  the  problem  of  arrangement  until  the 
operation  of  the  keyboard  has  been  transferred  to  the  reflex;  it  should  not 
be  necessary  for  him  to  give  any  conscious  attention  to  the  fingering  of 
words,  the  location  of  keys,  or  any  of  the  details  of  actual  writing.  If 
he  has  not  reached  this  facility  in  operation,  he  should  be  sent  back  over 
finger  board  practice  until  he  has  acquired  it. 


134    TEACHERS'  MANUAL  OF  RATIONAL  TYPEWRITLNG 

Fifteenth  Week: 

(a)  A  study  of  the  various  parts  of  a  business  letter. 

(b)  A  study  of  "How  to  Arrange  a  Business  Letter  Artistically" — pages 

38.  39,  40. 

(c)  Exercises  1  and  2,  page  41;  five  copies  of  each. 

(d)  Some  copies  of  "  How  to  Arrange  a  Business  Letter  Artistically." 

Sixteenth  Week: 

(a)  A  study  of  the  directions  for  preparing  the  fourteenth  lesson — page 

42. 

(b)  Exercises  1,  2,  3,  4,  5,  C,  7,  pages  43-5  L 

(c)  A  study  of  manifolding. 
The  mimeograph. 

Folding  letters  (with  demonstration). 

Copies  of  each  of  the  following  articles :  " Suggestions  for  the^Typisl " ; 
"Making  Enclosures";  "Corrections  and  F^rasures";  "Postal 
Cards";  "Manifolding";  "The  Mimeograph";  "Folding  Letters." 

Seventeenth  Week: 

(The  lessons  in  Rational  Typewriting  from  the  fifteenth  lesson  on  are 
designed  for  a  more  comprehensive  course.  The  following  outline  for  les- 
sons 15  to  24,  inclusive,  should  therefore  be  substituted  in  a  24-week  course.) 
(a)  Constructive  work  to  develop  the  student's  knowledge  of  form  and 
arrangement  and  to  give  him  additional  typing  sjjeed  on  business 
correspondence.  The  material  given  in  a.ssignments  Nos.  i  and  8 
of  "Office  Training  for  Stenographers"  is  especially  adapted  to 
such  an  exercise.  This  can  be  supplemented  by  other  letters  which 
the  teacher  can  previously  prepare.  These  letters  may,  if  desired, 
be  taken  from  "Gregg  Speed  Studies"  previously  studied  in  the 
shorthand  class.  They  should  l)e  written  on  a  duplicating  ma- 
chine so  that  each  student  can  be  furnished  with  a  copy,  or  the 
students  may  prepare  their  own  copies,  tran.scribing  from  the 
shorthand  notes.  In  preparing  the  exerci.se  the  matter  should  be 
written  straight  along  without  any  attempt  at  arrangement  or 
paragraphing.  This  should  Ik*  left  to  the  student.  After  the  ex- 
ercises have  been  prepared  and  inspected,  such  exercises  as  have 
not  been  arranged  in  accordance  with  the  principles  laid  down  in 
"How  tc  Arrange  a  Business  Letter  .\rtistically,"  .should  l>e  re- 
turned to  the  student  with  criticism  and  new  copies  lie  required. 
The  preparation  of  these  letters  will  afford  a  valuable  drill  to  the 


OUTLINES  FOR  SINGLE  KEYBOARD   EDITION        135 

advanced  students.    The  teacher  may  use  with  advantage  some 
of  the  material  of  the  Revised  Edition  of  Rational  Typewriting 
for  this  purpose. 
As  many  exercises  as  the  time  will  permit  should  be  provided  for  the 
fifteenth  lesson. 

Eighteenth  Week: 

(a)  A  study  of  directing  envelopes;  study  illustrations  on  page  53. 

(b)  Working  out  the  first  exercise  which  consists  of  directing  twenty- 

five  envelopes  from  the  addresses  given  in  the  book. 

(c)  A  study  of  the  finished  letter  described  on  page  54  and  illustrated 

on  page  55.  All  of  the  letters  previously  written  should  then  have 
envelopes  addressed  and  the  letters  prepared  for  the  dictator's 
desk  by  arranging  them  as  shown  on  page  55. 

(d)  Third  exercise:    The  students  should  be  given  an  oral  examination 

to  ascertain  their  knowledge  of  this  subject.  Exercises  should  be 
provided  for  writing  telegrams  and  blanks  furnished.  For  material 
for  this  exercise  see  "Office  Training  for  Stenographers,"  pages 
151  and  152. 

(e)  A  study  of  the  best  methods  of  transcribing  (see  page  8  "Suggestions 

for  Handling  Office  Training  for  Stenographers"). 

(f)  Transcribing  letters  from  shorthand  notes.    This  matter  at  first  may 

be  put  on  the  blackboard  by  the  teacher.  This  practice  will  tend 
to  keep  the  students'  eyes  fixed  on  the  blackboard. 

Nineteenth  Week: 

(a)  A  study  of  the  method  of  preparing  this  lesson,  page  58. 

(b)  Prepare  Exercises  1  and  2,  page  59. 

(c)  A  study  of  "Rough  Draft,"  page  58. 

(d)  Prepare  exercises  3,  4,  and  5,  pages  60,  61,  62. 

(e)  Transcripts  from  shorthand  plates  in  "Gregg  Speed  Studies"  or  work 

on  the  board  written  by  the  teacher. 

Twentieth  Week: 

(a)  Study  "Centering,"  page  58  of  Rational  Typewritirg.  The  exer- 
cises should  be  provided  for  practice  on  centering.  This  should 
be  composed  of  titles  of  books  with  subtitles  (see  page  625,  July, 
1912,  Gregg  Writer),  titles  of  various  business  papers,  wills,  speci- 


136    TEACHERS'  MANUAL  OF  RATIONAL  TYPEWRITLNG 

fications.  contracts,  etc.  (see  section  10  "Office  Training  for  Ste- 
nographers").   See  also  exercises  on  pages  84  and  85  ot  Rational 
Typewriting, 
(b)   Transcribing  from  shorthand  notes,  as  in  the  foregoing. 

Twenty-flrst  Week: 

This  is  a  "speed"  lesson,  pure  and  simple.    The  object  is  to  regain 
speed  in  straightaway  copying. 

(a)  Provide  a  number  of  general  magazine  articles  to  be  written  for  the 

purpose  of  gaining  speed  in  copying  from  straight  matter.  Many 
of  the  articles  given  in  "Shorthand  Dictation  Drills"  (the  CJregg 
Publishing  Company)  or  "Speed  Studies"  from  the  Revised  Edi- 
tion of  Iliitional  Typewriting  will  afford  excellent  practice  of 
this  kin<l.  These  may  be  prepared  on  the  mimeograph  by  the 
students  in  the  advanced  department,  and  will  furnish  splendid 
practice  in  the  use  of  this  machine. 

An  introduction  to  the  work  of  this  lesson  might  be  made  up  of  the 
exercises  on  "Paragraph  Writing"  given  in  the  Typists'  Depart- 
ment of  the  Gregg  Writer.  It  should  be  supplemente<l  by  plenty 
of  practice.  The  aim  of  this  work  is  to  accelerate  speed  in  writing. 
The  necessity  for  accuracy  should  be  kept  ccmstantly  in  mind. 
Speed  contests  may  be  organized  to  awaken  interest  in  the  sub- 
ject. At  first  practici-d  matter  should  be  used,  and  then  new  mat- 
ter, as  above  outlined. 

A  useful  exercise  that  may  be  followed  by  teachers  at  this  stage,  is 
to  dictate  direct  to  the  machine,  writing  the  matter  dictated  on  the 
board  at  the  same  time  in  shorthand.  This  focuses  the  eyes  of  the 
students  on  the  board  and  gets  them  into  the  habit  of  reading 
shorthand  and  typing  at  the  same  time. 

(b)  Transcripts  from  students*  own  shorthand  notes. 

Twenty-second  Week: 

(a)  Study  the  directions  for  seventeenth  lesson  in  Rational  Ty|)«'writinf:. 

pages  63,  64,  and  65. 

(b)  Make  one  copy  of  following  documents  and  prepare  suitable  manu- 

script covers  for  each: 

1.  Form  of  contract — page  66. 

2.  Form  of  will — page  67. 

3.  Form  of  Power  t)f  .\ttorney — page  68. 

4.  Notice  of  Shareholders'  M«H'ting — page  68. 


OUTLINES  FOR  SINGLE  KEYBOARD   EDITION         137 

5.  Warranty  Deed — page  69, 

6.  Form  of  Mortgage — page  70. 

7.  Bill  of  Sale— page  72. 

8.  Lease — page  76. 

3.   AflSdavit — page  77. 
10.   Motion  for  a  New  Trial — page  73. 
(c)    Transcripts  from  shorthand  notes. 

Twenty-third  Week: 

(a)  A  study  of  the  use  of  the  Remington  column  finders  and  Underwood 

tabulator,  with  exercises  (use  third  exercise,  page  92,  and  first 
exercise,  page  93). 

(b)  Write  up  the  two  exercises  on  page  94  of  Rational  Typewriting. 

(c)  Transcripts  from  shorthand  notes. 

Twenty-fourth  Week: 

(a)  Write  first  exercise  on  page  97. 

(b)  Write  first  exercise  on  page  99. 

(c)  Write  second  exercise  on  page  100. 

(d)  Transcripts  from  shorthand  notes. 


DETAILED    SUGGESTIONS    FOR    HANDLING    THE 
SINGLE  KEYBOARD   EDITION 


FIRST   LESSON 

First  Period  The  first  period  should  begin  by  a  general  explanation  of 

the  typewriter,  its  method  of  oiK-ration  and  the  me- 
chanical features  which  are  nec-essary  to  know  at  the 
start.  The  outline  will  give  the  steps  in  their  proper 
order. 

(a)  The  position  at  the  machine. 

(b)  Method  of  inserting  and  removing  paper. 

(c)  Spacing  for  a  new  line  and  returning  carriage. 

(d)  Releasing  the  carriage. 

(e)  The  position  of  hands  and  arms. 

(f)  General  explanation  of  the  keyboard  (see  charts,  page 

10). 

(g)  Method  of  striking  the  keys. 

(h)    The  central  division  of  the  keyboard. 

(i)     How  to  begin  (page  13). 

(j)  Enough  preliminary  work  on  the  central  <livision  to 
satisfy  the  student's  desire  to  wrile  something,  as 
he  would  feel  that  he  had  made  no  progress  unless 
he  had  done  this. 

Second  Period  (a)  Review  of  previous  lesson.  Drill  on  the  central  di\'i- 
sion — making  the  reaches,  due  time  being  given  to 
the  general  method  of  operating  and  the  proper 
touch, 
(b)  Assign  the  first  exercise  for  practice  under  the  direc- 
tion of  the  teacher. 

Third  Period  (a)  Drill  on  Ux-aling  keys  in  central  division.  The  exer- 
cises on  page  101  may  Ix*  use<l  at  the  discretion  of 
the  teacher,  in  which  case  another  period  will  be 
required, 
(b)  Drill  on  writing  such  .sentences  as  the  following, 
omitting  capitals  and  periods,  filling  up  one  line  of 
each  sentence: 


1.  Try  my  gun. 

£.   Buy  my  ruby  rug. 

3.  Try  my  hymn. 

4.  Hugh     burnt    my 

fur  muff. 

1S8 


5.  Hunt  my  funny  jug. 

6.  Thy  untruth  hurt. 

7.  Hug  truth  but  burv 

imtruth. 

8.  Hu  burnt  my  mum- 

my. 


OUTLINES  FOR  SINGLE  KEYBOARD  EDITION        139 


Fourth  Period 

Fifth  Period 

First  Period 

(a) 

(b) 

(c) 

Second  Period 

(a) 

(b) 

Third  Period 

(a) 

(b) 

(c) 

Fourth  Period 

Fifth  Period 

First  Period 

(a) 

(b) 

(c) 

Second  Period 

Third  Period 

(a) 

(b) 

(c) 

Fourth  Period 

Fifth  Period 

First  Period 

(a) 

(b) 

(c) 

Second  Period 

(a) 

(b) 

(c)    Assign  second  exercise  to  be  written  under  the  super- 
vision of  the  teacher. 

Acceleration  drills. 

First  exercise,  page  101. 

SECOND   LESSON 

Review  mechanical  features  and  take  up  new  features. 

Explain  new  section  of  the  keyboard  and  drill  in  lo- 
cating new  letters  (first  paragraph,  page  15). 

Assign  first  exercise. 

Assign  second  exercise. 

Assign  the  words  of  this  exercise  to  be  written  once 
each  in  the  order  given  as  a  concentration  exercise. 
This  plan  should  be  a  part  of  all  the  fingering  exer- 
cises that  follow. 

Assign  third  exercise. 

Assign  the  words  of  the  second  exercise  to  be  writ- 
ten once  each  in  the  order  given. 
Assign  supplementary  exercise. 
Acceleration  drills. 
Second  exercise,  page  101. 

THIRD   LESSON 

Brief  review,  and  new  mechanical  features. 

Take  up  new  fingering  division  and  drills. 

Assign  first  exercise. 

Assign  second  exercise. 

Assign  third  finger  practice. 

Assign  supplementary  exercise. 

Use  third  exercise  on  page  102  if  time  permits 

Acceleration  drills. 

Third  exercise,  page  102. 

FOURTH   LESSON 

Review,  and  new  mechanical  features. 
New  finger  division. 
Assign  first  exercise. 
Assign  second  exercise. 

Give  concentration  exercise,  as  outlined  for  second 
lesson. 


140    TEACHERS'  MANUAL  OF  RATIONAL  TYPEWRITING 

Third  Period         (a)  First  supplementary  exercise. 

(b)  Second  supplementary  exercise. 

Fourth  Period  Acceleration  drills. 

Fifth  Period  Fourth  exercis<%  page  KW. 

FIFTH    LESSON 

First  Period  (a)  Review  division  of  the  keyboard  and  locations. 

(b)  Take  up  new  finger  division;  drill  on  locations. 

(c)  Assign  first  exercise. 
Second  Period      (a)  ,\ssign  second  exerci.se. 

(b)    Give  concentration  drill,  as  previously  suggested. 

Third  Period         (a)    Take  up  capital  letters  and  drill  thoroughly  on  shift- 
key. 

(b)    Assign  supplementary  exercise  No.  2. 
Fourth  Period       (a)    Review  and  drill  on  keyboard  and  capitals. 

(b)    Assign  supplementary  exercise  No.  1. 
Fifth  Period  Fifth  exercise,  page  102. 

SIXTH    LESSON 

First  Period  (a)    Review  and  drill. 

(b)  New  features  of  machine. 

(c)  First  exercise. 

Second  Period      (a)    Concentration  exercise  on  first  exercise. 

(b)  Second  exercise. 

(c)  Speed  drill. 

Third  Period         (a)    Concentration  exercise  on  second  exercise. 

(b)  Supi)lementary  exercise,  page  23. 

(c)  Speed  drill. 

(Note:  The  work  on  "Characters  Not  on  the  IveylxMir*!"  .should  be  de- 
ferred until  "Business  Correspondence"  is  reachwi.)    * 

Fourth  Period  Speed  drills  on  alphabet  and  alphabetic  sentences. 

Fifth  Period  Sixth  exercise,  page  103. 

SEVENTH    LESSON 

First  Period  First  as.signment. 

(.\()Tk:  The  instruction  for  preparing  this  K'»oii  [.u^;.  ...;  «iiouKi  be 
carefully  read  and  followe<l.  It  will  be  sch'H  that  the  "Exemses"  arc  not 
to  1)«'  wrilten  as  presented,  but  as  instructed.) 


OUTLINES  FOR  SINGLE   KEYBOARD   EDITION         141 

Second  Period      (a)    Drill  on  numeral  keys, 
(b)    Second  assignment. 

Third  Period         (a)    Review  numeral  locations. 
(b)    Third  assignment. 

Fourth  Period       (a)    Fourth  assignment.     > 

(b)  Concentration  exercise. 

(c)  "Numerals,"  page  25,  to  be  studied  but  not  written; 

follow  by  quiz  the  following  day. 

Fifth  Period  Seventh  exercise,  page  103. 

EIGHTH   LESSON 

(Note:    Follow  seventh  lesson  instruction  for  assignment.) 

First  Period  (a)    Acceleration  drills  on  alphabet  and  alphabetic   sen- 

tences, third  exercise,  seventh  lesson. 

(b)  Review  numeral  keys. 

(c)  First  assignment. 

Second  Period      (a)    Drill  on  new  characters. 
(b)    Second  assignment. 

Third  Period         (a)    Review  new  characters  with  drill— s»cond  group,  sec- 
ond exercise. 
(b)    Third  assignment. 

Fourth  Period       (a)    Concentration  and  acceleration  drills. 

(b)  Fwurth  assignment. 

(c)  "Numerals"  treated  as  in  seventh  lesson.  * 

Fifth  Period  Eighth  exercise,  page  104. 

NINTH   LESSON  , 

Treat  as  the  seventh  and  eighth  lessons — four  periods.    The  fifth  period 
will  be  devoted  to  the  ninth  exercise,  page  10-t. 
"Spacing  after  Punctuation  Marks"  discussed. 


TENTH    LESSON 

(a)  Treat  as  ninth  lesson,  after  reading  the  instructions. 

(b)  "Things  You  Ought  to  Know" — study  and  quiz. 

(Note:    Four  periods  required.    The  fifth  period  will  be  used  on  the 
tenth  exercise,  page  104.) 


142    TEACHERS'   MANUAL  OF   RATIONAL    PM'KWRITING 

ELEVENTH    LESSON 

First  Period  (a)  Spee<l  drill  on  ulphalK-tic  sentences. 

(b)  First  exercise,  as  instructed. 

Second  Period      (a)  Spee<l  drill. 

(b)  Second  exercise. 

(c)  "Things  You  Ought  to  Know" — study  and  quiz. 
Third  Period  One  copy  of  page  33. 

TWELFTH   LESSON 
First  Period  Exercise,  page  36. 

Second  Period  One  copy  of  "Things  You  Ought  to  Know,"  page  35. 

SPEED  DRILLS 

At  this  point  in  the  student's  work  it  would  be  well  to  introduce  fourteen 
periods  of  continuous  speed  drills  on  straight  matter  beginning  with  simple 
matter  and  gradually  increasing  in  speed.  The  purpose  of  this  is  to  give  the 
student  a  continuous  working  speed  on  straight  matter  before  he  encounters 
the  problem  of  arrangement  of  business  letters.  The  attention  that  will  be 
necessary  in  studying  the  forms  and  arrangement  of  business  letters  will 
absorb  much  of  the  student's  effort,  and  if  he  has  not  laid  the  foundation 
for  effective  work  in  continuous  writing  he  will  become  discouraged.  If,  on 
the  other  hand,  he  has  acquired  a  gootl  style  of  technique  in  the  operation 
of  the  keyboard,  he  has  transferred  the  manipulation  of  the  keys  to  the 
automatic  stage  and  he  is  left  free  to  concentrate^his  whole  attention  on  form 
and  arrangement. 

The  speed  drills  should  begin  with  simple  paragraph  work  and  the  length 
of  the  exercise  then  gradually  increase,  until  toward  the  end  of  the  four- 
teen periods  when  practically  a  whole  period  will  be  taken  in  making  one 
copy  of  the  matter  assigned  for  practice.  For  this  purpose  the  "Speed 
Studies"  in  the  Medal  of  Honor  Edition  may  be  used  by  the  teacher.  This 
may  be  supplemented  by  material  from  "Shorthand  Dictation  Drills,"  or 
from  "Constructive  Dictation." 

The  best  metho<l  of  conducting  the  speed  drills  is  to  point  out  the  difficult 
words  to  finger  in  any  "speed  study"  and  have  the  student  practice  each 
of  these  a  few  times  until  he  has  masteretl  the  difficulties  of  the  individual 
fingering.  Then  the  entire  exercise  should  Im*  assigne<i  for  practice  a  given 
nuiiil)er  of  times  or  for  a  certain  length  of  time.  The  next  step  is  to  test 
the  entire  group  on  the  "speiMi  stiuly"  to  ascertain  whether  or  not  the  re- 
(Hiired  speed  has  In-en  atfaine<l.  No  effort  should  W  made  to  keep  the 
student  on  the  "speed  study"  until  he  has  memorized  it. 


OUTLINES  FOR  SINGLE  KEYBOARD  EDITION        I43 

THIRTEENTH   LESSON 

First  Period  Discuss  the  points  on  pages  37,  38,  39,  40  and  illus- 

trate. The  teacher  may  use  some  of  the  simple 
business  letters  from  "Gregg  Speed  Studies"  as  an 
introduction  to  arrangement. 

Second  Period      (a)  Review  points  of  first  period. 

(b)  Assign  first  exercise. 

Third  Period         (a)  Review  points  of  first  period. 

(b)  Assign  second  exercise. 


FOURTEENTH   LESSON 

First  Period  (a)    Discuss  "Suggestions  for  the  Typist"  and  "Making 

Enclosures." 
(b)    Continue  speed  drills  on  alphabet  and  alphabetic  sen- 
tences, at  beginning  of  period's  typing. 
First  exercise. 


Second  Period 
Third  Period 
Fourth  Period 
Fifth  Period 
Sixth  Period 
Seventh  Period 


(c) 

(a) 
(b) 


Discuss  new  topics. 
Second  exercise. 


(a)  Discuss  new  topics  (page  46). 

(b)  Third  exercise. 

(a)  Speed  drills. 

(b)  Fourth  exercise. 

(a)  Speed  drills. 

(b)  Fifth  exercise. 

(a)  Speed  drills. 

(b)  Sixth  exercise. 

Seventh  exercise. 


FIFTEENTH   LESSON 

First  Period  (a)    Study  first  exercise,  page  52. 

(b)  Make  one  copy  of  the  first  exercise,  page  52. 

(c)  Start  addressing  of  envelopes,  first  exercise,  page  51. 

Second  Period      (a)    Finish  addressing  envelopes,  page  54. 

(b)  Study  illustration,  page  55. 

(c)  Make  one  copy  of  page  55  with  envelope. 


144    TEACHERS'   MANUAL  OF  RATIONAL  TVrEWUITLNG 

Third  Period         (a)    Discuss  third  exercise. 

(b)    Copy  telegraphic  messages,  page  57. 

(Note:  Telegraphic  blanks  should  be  used.  The  teacher  can  add  to  the 
work  of  this  lesson  by  supplying  data  for  other  telejrams,  which  should  be 
written  on  telegraphic  blanks.     See  "Office  Training  for  Stenographers."; 

SIXTEENTH    LESSON 

First  Period  (a)    Study  page  58. 

(b)    First  and  second  exercises,  page  59. 

Second  Period  Third  exercise. 

(Note:  Before  assigning  the  third  exercise  discuss  Rough  Draft,  and 
impress  upon  the  students  the  necessity  for  making  all  corrections.  The 
rearrangement  of  a  sentence  may  make  an  ini^jrovement.  Paragraphing, 
punctuation  and  spelling  to  receive  careful  consideration.) 

Third  Period  Fourth  exercise. 

Fourth  Period  Fifth  exercise. 

LESSONS    SEVENTEEN    TO    TWENTY-EIGHT  inclusive) 

Twenty  four  periods.    Each  lesson  will  require  two  periods  on  an  average. 

The  student,  by  the  time  he  has  reached  the  seventeenth  le.sson,  should 
be  far  enough  advanced  in  shorthand  to  begin  making  transcripts.  (Con- 
sequently, only  i)art  of  the  days  work  will  be  assigned  to  typewriting  from 
copy.  There  is  enough  material  in  each  of  the  lessons  following  to  take 
part  of  a  peritKl  only,  as  it  is  assume<l  that  if  the  student  has  gone  over  the 
work  in  the  foregoing  lessons  thoroughly,  he  will  have  a  typing  speed  that 
will  enable  him  to  copy  any  of  these  papers  quickly.  The  main  object  in 
presenting  these  is  to  familiarize  the  student  with  the  form.  The  reduction 
of  the  amount  of  matter  gives  more  time  for  transcribing. 

LESSONS   TWENTY-NINE   TO   THIRTY-THREE  (InclusiTe) 

The  same  method  can  In-  pursued  in  handling  these  lessons  as  in  the  pre- 
ceding section — T>essons  seventeen  to  twenty-eight.     Ten  peritnls  n-cjnirtMl. 


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